An  Outline  of  a 
Bible^School    Curriculum 


PEASE 


o^ 


FEB    7  191P 


AN  OUTLINE  OF  A 
BIBLE-SCHOOL  CURRICULUM 


THE  UNIVERSITY  OF  CHICAGO  PRESS 
CHICAGO,  ILLINOIS 

Bgents 
TPIE  BAKER  &  TAYLOR  COMPANY 

NEW    TORE 

CAMBRIDGE  UNIVERSITY  PRESS 

LONDON    AND    EDINBURGH 


An  Outline  (    feb  7  191P 
Bible-School  Curriculum 


By  y 

George  William  Pease 

Professor  of  Pedagogy  in  the 
Hartford  School  of  Religious  Pedagogy 


Chicago 

The  University  of  Chicago  Press 

1909 


Copyright  1904  By 
The  University  of  Chicago 


Published  November,  iqo4 

Second  Impression  January,  1906 

Third  Impression  July,  1909 


Composed  and  Printed  By 

The  University  of  Chicago  Press 

Chicago,  Illinois,  U.  S.  A. 


PREFACE 

That  the  Bible  school  has  been  an  important 
factor  in  the  moral  and  religious  training  of  our 
children  and  young  people  is  a  fact  freely  admitted 
by  the  more  discerning  students  of  our  national 
life.  In  spite  of  its  neglect  by  professional  edu- 
cators, a  neglect  which  is  not  easily  accounted  for, 
and  the  peculiarly  difficult  conditions  under  which 
it  has  had  to  do  its  work,  much  has  been  done  for 
the  formation  of  Christian  character  in  the  thou- 
sands who  have  come  under  its  influence.  That 
the  work  of  the  Bible  school,  judged  from  a  teach- 
ing standpoint,  has  not  been  of  a  high  character 
must  be  admitted  even  by  its  most  ardent  sup- 
porters; but  that  it  has  been  one  of  the  great 
moral  influences  in  our  land  all  must  concede. 

Within  the  last  few  years  there  has  been  a 
deepening  interest  in  the  Bible  school,  and  in  other 
institutions  and  agencies  for  m.oral  and  religious 
training,  which  has  finally  resulted  in  the  forma- 
tion of  the  Religions  Education  Association, 
whose  object  is  "to  promote  religious  and  moral 
education."  From  this  association  much  is  hoped 
for,  and  the  time  seems  not  far  distant  when  the 
problems  connected  with  moral  and  religious  edu- 
cation shall  be  clearly  defined,  and  many  of  them 
satisfactorily  solved. 


vi  Bible-School  Curriculum 

It  is  with  one  of  these  problems,  that  of  a 
pedagogical  curriculum  for  the  Bible  school,  that 
this  book  deals,  and  the  attempt  is  made  to  indi- 
cate the  principles  which  should  govern  in  the 
preparation  of  such  a  curriculum,  and  to  outline 
courses  of  study  for  the  various  grades  in  the 
Bible  school  which  shall  be  in  harmony  with  those 
principles.  A  general  outline  of  the  curriculum 
here  presented  was  published  in  the  August,  1900, 
number  of  the  Biblical  World,  together  with  a 
fuller  development  of  the  topics  and  lessons  for 
Primary  Grade  C.  In  two  later  issues  of  the 
same  periodical,  November  and  December,  1903, 
two  articles  were  published,  giving  in  full  the  out- 
line of  work  for  the  Kindergarten  Grades  A  and 
B,  together  with  suggestive  lesson  plans  for  each 
grade,  and  reference  and  supplemental  literature 
for  teacher  and  pupil.  My  thanks  are  due  to  the 
editors  and  publishers  of  the  Biblical  World  for 
permission  to  use  this  material  in  practically  an 
unchanged  form.  A  number  of  students  of  the 
school,  in  connection  with  their  work  in  peda- 
gogy, have  assisted  in  the  selection  and  arrange- 
ment of  material  for  a  number  of  the  lesson  plans 
presented,  and  for  such  help  my  thanks  are  due 
to  Miss  Alice  S.  Browne,  Miss  Mary  G.  Cone, 
Mrs.  Frank  P.  Lane,  Miss  Mary  E.  Merriam, 
Miss  Martha  J.  Taylor,  Mr.  Robert  Scott,  and 
Rev.  Adams  D.  Archibald. 


Preface  vii 

The  author  hopes  that  what  is  here  presented 
may  be  helpful  to  those  earnest,  intelligent  super- 
intendents who  are  alive  to  the  radical  defects  of 
the  present  system,  and  who  are  willing  to  test  by 
actual  experiment  whatever  gives  promise  of 
better  results;  and,  further,  that  it  may  be  sug- 
gestive to  other  students  and  workers  in  this  im- 
portant educational  field. 

George  W.  Pease. 

Hartford  School  of  Religious  Pedagogy. 


§  I. 

§2. 

§3. 
§4. 


TABLE   OF   CONTENTS 

INTRODUCTION 

THE    MODERN    BIBLE    SCHOOL 

Its  Place  and  Plan 


The  Course  of  Study  .... 
The  Trained  Teacher  .... 
A  Suggested   Plan  of  Organization 


PAGE 

3 
II 

20 
24 


PART    I 

THE   CHILDHOOD    PERIOD  AND   THE    PRIMARY   DEPARTMENT 

Chapter  I.       The   Kindergarten    Child 31 

Chapter  IL     A  Course  of  Study  for  the  Kindergarten 

Grades 48 

§  I.    Outline  of  the  Course  for  Grade  A  .      .      .      .  48 

§  2.    Suggestive  Lesson  Plans  for  Grade  A     .      .      .  50 

§  3.    Books  Relating  to  the  Work  of  Grade  A     .      .  62 

A.  Reference  Reading  for  the  Teacher  .      .  62 

B.  Supplemental  Reading  for  the  Pupil  .      .  62 

C.  Song  Material  for  Grades  A  and  B  .  .  63 
§  4.  Outline  of  the  Course  for  Grade  B  .  .  .  .  64 
§  5.  Suggestive  Lesson  Plans  for  Grade  B  .  .  .  66 
§  6.    Books  Relating  to  the  Work  of  Grade  B  .      .      .  76 

A.  Reference  Reading  for  the  Teacher   .      .  76 

B.  Supplemental  Reading  for  the  Pupil  .      .  77 

Chapter  III.    The    Primary    Child 78 

Chapter  IV.     A    Course   of    Studv    for   the    Primary 

Grades 92 

§  I.    Outline  of  the  Course  for  Grade  C     .      .      .      .  92 

§  2.    Suggestive  Lesson  Plans  for  Grade  C     .      .      .  94 

§  3.    Books  Relating  to  the  Work  of  Grade  C  .      .      .  no 

A,  Reference  Reading  for  the  Teacher     .      .  no 

B.  Supplemental  Reading  for  the  Pupil  .  .  no 
§4.    Outline  of  the  Course  for  Grade  D   .      .      .      .  in 


Bible-School  Curriculum 

§  5.    Suggestive  Lesson  Plans  for  Grade  D     . 
§  6.    Books  Relating  to  the  Work  of  Gradfe  D 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 
§  7.    Outline  of  the  Course  for  Grade  E     . 

§  8.    Suggestive  Lesson  Plans  for  Grade  E     . 
§  9.    Books  Relating  to  the  Work  of  Grade  E  . 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 


PAGE 

115 
123 
123 
124 
124 
127 
138 
138 
138 


PART  II 

THE    BOYHOOD-GIRLHOOD     PERIOD     AND    THE     JUNIOR    DEPARTMENT 

Chapter  V.      Some  Characteristics  and  Needs  of  the 

Period 141 

Chapter  VI.  A  Course  of  Study  for  the  Junior  De- 


partment 


§  I. 
§2. 
§3. 


§4. 
§5. 
§6. 


§7. 
§8. 
§9. 


§  10. 
§11. 
§  12. 


Outline  of  the  Course  for  Grade  A 
Suggestive  Lesson  Plans  for  Grade  A  . 
Books  Relating  to  the  Work  of  Grade  A 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 
Outline  of  the  Course  for  Grade  B  . 
Suggestive  Lesson  Plans  for  Grade  B  . 
Books  Relating  to  the  Work  of  Grade  B 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 
Outline  of  the  Course  for  Grade  C  . 
Suggestive  Lesson  Plans  for  Grade  C  . 
Books  Relating  to  the  Work  of  Grade  C 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 
Outline  of  the  Course  for  Grade  D  . 
Suggestive  Lesson  Plans  for  Grade  D  . 
Books  Relating  to  the  Work  of  Grade  D 

A.  Reference  Reading  for  the  Teacher 

B.  Supplemental  Reading  for  the  Pupil 


154 
154 
156 
169 
169 
169 
170 
172 
185 
185 
186 
186 
188 
201 
201 
202 
202 
204 
214 
214 

215 


Table  of  Contents 


XI 


PART    III 


the 


THE    YOUTH    PERIOD    AND    THE    INTERMEDIATE    DEPARTMENT 

Chapter  VII.      Some   Characteristics  and  Needs  of 

THE    Period 

Chapter  VIII.    A    Course    of    Study    for    the    Inter 

mediate    Department 

§  I.    Outline  of  the  Course  for  Grade  A  .      ,      , 
§  2.    Suggestive  Lesson  Plans  for  Grade  A  . 
Books  Relating  to  the  Work  of  Grade  A 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

Outline  of  the  Course  for  Grade  B  . 
Suggestive  Lesson  Plans  for  Grade  B  . 
Books  Relating  to  the  Work  of  Grade  B 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

Outline  of  the  Course  for  Grade  C  . 
Suggestive  Lesson  Plans  for  Grade  C  . 
Books  Relating  to  the  Work  of  Grade  C 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

Outline  of  the  Course  for  Grade  D  , 
Suggestive  Lesson  Plans  for  Grade  D  . 
Books  Relating  to  the  Work  of  Grade  D 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 


§3. 


S4. 
§5. 
§6. 


§7. 
§8. 

§9. 


ID. 
II. 
12. 


the 


the 


the 


PAGE 
219 

2Z2 

234 
244 

244 

245 
245 
248 

^n 

277 

278 
278 
280 
289 
289 

290 
290 
292 
300 
300 

301 


PART    IV 


the  early  manhood  and  womanhood  period  and  the  senior 
department 

Chapter  IX.    Some  Characteristics  and  Needs  of  the 

Period 305 


Xll 


Bible-School  Curriculum 


the 


the 


Chapter  X.     A  Course  of  Study  for  the  Senior  De- 
partment      

§  I.  Outline  of  the  Course  for  Grade  A  .  . 
§  2.  Suggestive  Lesson  Plans  for  Grade  A  . 
§  3.    Books  Relating  to  the  Work  of  Grade  A 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

§  4.  Outline  of  the  Course  for  Grade  B  . 
§  5.  Suggestive  Lesson  Plans  for  Grade  B  . 
§  6.    Books  Relating  to  the  Work  of  Grade  B 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

§  7.  Outline  of  the  Course  for  Grade  C  . 
§  8.  Suggestive  Lesson  Plans  for  Grade  C  . 
§  9.    Books  Relating  to  the  Works  of  Grade  C 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for 
Pupil 

§  10.    Outline  of  the  Course  for  Grade  D  . 
§  II.    Suggestive  Lesson  Plans  for  Grade  D  . 
§  12.    Books  Relating  to  the  Work  of  Grade  D 

A.  Reference  Reading  for  the  Teacher 

B.  Reading    and    Reference    Books    for    the 
Pupil 


the 


PAGB 
318 
318 
320 

337 
Z37 

339 
339 
342 
352 
352 

354 
355 
357 
374 
374 

375 
37^ 
378 
386 
386 

386 


PART  V 

THE     MANHOOD    AND     WOMANHOOD     PERIOD    AND    THE     ADULT 
DEPARTMENT 

Chapter  XL     Suggested     Courses     of     Study     with 

Selected   Reference   Books 389 


SUMMARY   AND   CONCLUSION 
Chapter  XII.     General  Summary  of  the  Course   .      .     401 

Chapter  XIIL  Concluding  Suggestions 411 

Chapter  XIV.    A   Short   List   of   Helpful   Books   for 

the  Teacher 416 


INTRODUCTION 


INTRODUCTION 

THE   MODERN   BIBLE   SCHOOL 
§  I.     ITS  PLACE  AND  PLAN 

The  term  "education"  has  been  variously 
defined  by  thinkers  from  the  earhest  times  to  the 
present,  and  educational  systems  based  upon  these 
definitions  have  been  formulated  and  put  into 
operation.  Some  of  these  definitions,  even  those 
of  modern  educators,  have  little  value  for  us 
because  of  the  exceedingly  narrow  views  of  life 
which  they  connote;  while  others,  expressing 
only  vague  generalities,  are  equally  useless  as 
guides  to  any  system  of  educational  practice.  One 
of  the  most  illuminating  statements  of  the  mean- 
ing and  aim  of  education  is  that  given  by  Presi- 
dent Butler,  of  Columbia  University.  In  answer 
to  the  question,  ''  What  does  the  term  *  education ' 
mean  ?  "  he  says  : 

It  must  mean  a  gradual  adjustment  to  the  spiritual 
possessions  of  the  race.  Those  possessions  may  be  variously 
classified,  but  they  certainly  are  at  least  fivefold.  The  child 
is  entitled  to  his  scientific  inheritance,  to  his  literary 
inheritance,  to  his  aesthetic  inheritance,  to  his  institutional 
inheritance,  and  to  his  religious  inheritance.  Without  them 
he   cannot   become   a   truly    educated   or   cultivated   man.* 

He  points  out  further^  that  education  should  not 

^  The  Meaning  of  Education,  p.  17. 

^Teachers  College  Record,  September,  1900,  p.  16. 


4  Bible-School  Curriculum 

only  aim  to  place  the  child  in  possession  of  this 
race-culture,  but  also  to  develop  in  him  a  certain 
efficiency,  a  capacity  to  control  or  modify  his 
environment,  and  to  adapt  himself  to  new  condi- 
tions of  life;  and  finally  to  develop  in  him  power 
—  power  for  service  in  behalf  of  the  advancement 
of  others.  This  conception  of  the  meaning  of 
''  education "  is  the  more  satisfying  because  it 
gives  a  place  to  the  religious  inheritance  which  is 
every  child's  birthright,  and  emphasizes  power  for 
service  as  one  of  the  three  essential  elements  in  all 
true  education. 

Our  public-school  system  as  at  present  organ- 
ized, from  the  kindergarten  to  the  college,  enables 
the  child  to  come  into  gradual  possession  of  four- 
fifths  of  his  spiritual  inheritance;  namely,  his 
scientific  inheritance,  his  literary  inheritance,  his 
aesthetic  inheritance,  and  his  institutional  inherit- 
ance ;  but  makes  no  provision  for  securing  to  him 
his  religious  inheritance,  which  many  consider  as 
of  equal,  if  not  greater,  importance.  Dr.  Butler 
says  on  this  latter  point : 

The  religious  element  may  not  be  permitted  to  pass 
wholly  out  of  education,  unless  we  are  to  cripple  it  and 
render  It  hopelessly  incomplete.^ 

President  Hopkins,  of  Williams  College,  in 
his  recent  inaugural  address  said : 

We  refuse  then  to  call  that  education  liberal  which  fails 


Op.  cit.,  pp.  30,  31. 


Introduction  5 

to  provide  for  the  part  of  man  which  is  noblest  and  highest, 
which  refuses  to  recognize  the  universal  aspiration  and 
longing  of  humanity  after  goodness  and  beauty,  after 
spiritual  truth,  after  perfection,  after  God.  A  Christian 
training,  if  consistent,  must  account  sinfulness  as  well  as 
ignorance  a  factor  in  its  problems,  and  must  believe  in  the 
spirit  of  God  as  a  power  available  for  its  work.  It  must 
recognize  the  personality  of  Jesus  Christ  a  fact  and  force 
as  unquestioned  as  heat,  light,  or  electricity,  and  no  more 
to  be  ignored  or  driven  out  than  gravitation.  Under  the 
unreligious  training  men  dwindle  as  they  go.  In  the  name, 
therefore,  of  the  spiritual  nature,  we  protest  against  any 
organized  educational  system  "  for  the  extirpation  of  the 
religious  faculty  through  disuse." 

This  religious  instruction  is  all  the  more  neces- 
sary because  of  its  close  relation  to  the  develop- 
ment of  that  power  for  service  which  is  so  essen- 
tial to  a  complete  life.  The  scientific,  literary, 
aesthetic,  and  institutional  treasures  of  the  past 
may  make  the  fortunate  possessor  a  cultured  or  a 
learned  man ;  the  capacity  to  control  or  to  modify 
environment,  to  bend  all  things  to  one's  will,  may 
make  the  successful  man;  but  there  is  need  of 
those  high  ideals,  those  deep  feelings,  those  strong 
impulses  to  Godlike  action,  which  result  from 
absorbing  the  religious  treasures  of  humanity,  to 
develop  in  us  that  power  for  service  and  to  enable 
us  to  actualize  the  complete  image  of  God  in 
which  we  were  created. 

But  this  work  of  religious  instruction  cannot 
be  undertaken  by  our  public  schools,  for  it  has 


6  Bible-School  Curriculum 

been  decided  by  the  highest  courts  in  several  of 
our  states  that  the  present  laws  of  the  land  do  not 
admit  of  such  instruction  being  given.  There  is 
needed,  then,  to  make  our  educational  system 
complete,  an  effective  agency  for  securing  to  the 
child  his  religious  inheritance,  and  for  developing 
his  religious  instinct  into  clear  religious  insight 
and  unwavering  faith.  The  church  in  its  Bible 
school  seems  to  furnish  this  agency.  Not  the 
Bible  school  utterly  lacking  in  system  which  we 
find  in  so  many  places;  not  even  the  so-called 
graded  Bible  school  of  the  present,  with  its  loose 
classification,  its  uniform-lesson  system,  and  its 
untrained  teachers;  but  the  Bible  school  organ- 
ized and  conducted  in  accordance  with  those  sound 
educational  principles  which  have  made  our  mod- 
ern public  schools  so  successful.  But  if  this  ideal 
is  ever  to  be  realized,  the  church  must  no  longer 
regard  its  Bible  school  as  *'the  nursery,"  nor  as 
one  of  its  missionary  enterprises,  but  must  con- 
sider it  as  a  most  important  educational  institu- 
tion, and  must  adequately  provide  for  it  as  such. 
The  Bible  school  of  the  future  which  shall  per- 
form the  distinctively  educational  functions  of  the 
church  will  be  a  carefully  graded  school.  By  this 
term  ''graded,"  now  loosely  applied  to  any  school 
having  more  than  one  department,  I  mean  a  school 
in  which  four  principles  will  be  recognized  and 
applied. 


Introduction  7 

1.  The  pupils  will  be  carefully  classified  with 
reference  to  general  mental  ability,  the  grade  a 
pupil  has  reached  in  the  public  school  being  one  of 
the  criteria  for  determining  his  place  in  the  Bible 
school.  Although  it  will  never  be  possible  to 
classify  in  our  Bible  schools  as  thoroughly  as  we 
classify  in  our  public  schools,  still,  so  far  as  pos- 
sible, mental  capacity  should  be  the  determining 
factor,  and  age,  size,  and  social  position  should 
be  only  secondary  considerations.  In  such  a 
school  there  will  be  a  number  of  departments 
corresponding  to  the  developmental  periods  of  the 
pupils,  each  of  these  departments  being  divided 
into  grades,  in  each  of  which  the  pupils  remain 
one  year;  and  the  various  grades  will  include  a 
number  of  classes  dependent  upon  the  size  of  the 
school.  In  this  way  minds  of  the  same  general 
capacity,  with  the  same  general  interests  and 
needs,  will  be  grouped  together,  and  the  work  of 
the  teacher  from  an  educational  standpoint  will  be 
made  much  more  effective. 

2.  The  lesson  system  will  be  one  in  which 
there  is  unity,  but  not  uniformity.  The  matter 
will  be  carefully  selected  with  reference  to  the 
mental  powders,  the  fundamental  interests,  and  the 
spiritual  needs,  of  the  pupils  in  the  different 
departments,  and  the  lesson  work  of  the  various 
grades  and  departments  will  be  so  related  that  the 
lesson   system,   covering  a   period   of  seventeen 


8  Bible-School  Curriculum 

years,  frotn  four  to  twenty-one  years  inclusive, 
will  be  a  unit,  progressively  revealing  the  char- 
acter and  works  of  God  to  the  expanding  soul  of 
the  child.  Modern  pedagogy  has  thrown  aside 
the  method  of  Procrustes,  and  is  now  seeking  a 
clear  knowledge  of  the  nature  and  needs  of  the 
child  that  the  truth  may  be  selected  and  fitted  to 
him;  and  when  our  Bible  schools  become  real 
schools,  working  in  harmony  with  recognized 
principles  of  teaching,  this  Procrustean  method, 
now  so  common  in  them,  will  also  disappear. 

3.  The  method  of  lesson  presentation  will  be 
adapted  to  the  intellectual  development  of  the 
pupils.  This  will  win  and  hold  the  attention  of 
the  pupils,  enable  them  to  assimilate  the  matter 
presented,  and  thus  lay  the  foundation  of  an 
intelligent  Christian  life.  One  of  the  reasons  why 
more  of  our  young  people  are  not  in  our  Bible 
schools  today  is  that  the  subject-matter  is  not 
presented  in  a  way  to  secure  their  active  mental 
co-operation;  their  interests  are  not  aroused,  the 
imagination  is  disregarded,  the  judgment  is  not 
called  into  play,  little  appeal  is  made  to  the  rea- 
soning powers.  The  religious  inheritance  is  a 
part  of  our  spiritual  inheritance,  in  which  all  are 
deeply  interested ;  for  man  is  above  all  else  a  reli- 
gious being;  and  the  treasures  of  this  inheritance, 
if  carefully  selected  and  presented  at  the  right 
stage  and  in  the  proper  way,  will  surely  call  forth 


Introduction  9 

the  highest  intellectual  activity,  arouse  the  strong- 
est feelings  of  interest,  and  inspire  to  the  noblest 
type  of  action.  In  the  primary  classes  of  our 
schools  the  results  are  somewhat  better,  for  more 
attention  has  been  given  to  this  department,  and 
the  teaching  has  been  more  closely  adapted  to  the 
child  nature;  but  even  here  there  is  much  room 
for  improvement,  which  will  be  brought  about 
only  by  a  more  thorough  study  of  the  child  and 
the  best  methods  of  presenting  truth  to  him. 

4.  There  will  be  regular  advancement  or  pro- 
motion from  grade  to  grade  through  the  various 
departments  of  the  school.  Such  advancement 
will  not  only  be  an  incentive  to  do  satisfactory 
work  in  order  to  obtain  the  certificate  indicating 
work  done,  but  will  bring  the  pupils  from  time  to 
time  under  the  inspiring  influence  of  new  teachers, 
who  have  become  efficient  by  confining  their  study 
and  work  to  that  department  for  which  their 
natural  tastes  and  abilities  seem  to  fit  them.  It  is 
undoubtedly  very  delightful,  from  a  purely  senti- 
mental point  of  view,  to  have  a  class  from  the 
kindergarten  grade  to  the  adult  department,  and 
to  watch  the  pupil's  growth  in  the  Christian  life ; 
but  the  wisdom  of  the  plan  may  be  seriously 
doubted  when  looked  at  from  the  educational 
standpoint.  If  it  is  best  for  the  boy  or  girl,  in 
passing  from  the  kindergarten  through  the  prim- 
ar>%  grammar,  high  school,  and  college  to  the 


10  Bible-School  Curriculum 

university,  to  be  instructed  by  different  teachers, 
each  an  expert  in  one  department  or  subject,  it 
certainly  seems  wise  that  this  same  boy  or  girl, 
while  passing  through  the  various  grades  of  the 
Bible  school,  should  come  into  personal  touch 
with  different  types  of  Christian  character,  and 
be  taught  by  those  who  are  by  nature,  training, 
and  experience  efficient  instructors  in  particular 
departments,  that  the  life  may  be  well  rounded 
and  all  its  possibilities  brought  to  light.  Until  we 
have  this  advancement  of  pupils  with  change  of 
teachers  our  Bible  schools  will  be  lacking  in 
educational  efficiency. 

In  thus  indicating  the  principles  involved  in  a 
graded  Bible  school,  classification  of  minds,  selec- 
tion of  instruction  matter,  adaptation  of  method 
and  promotion  of  pupils,  it  must  not  be  under- 
stood that  they  have  not  been  recognized  by  stu- 
dents of  Bible-school  work  in  the  past,  and  to  a 
certain  extent  applied  to  existing  schools;  but  if 
the  church  school  of  the  future  is  to  fill  the  place 
here  indicated  for  it,  these  four  principles  must  be 
much  more  generally  recognized  and  more  exten- 
sively applied. 

Such  a  school,  with  its  carefully  organized 
departments  and  grades,  its  curriculum  prepared 
by  educational  experts  in  accordance  with  the 
accepted  principles  of  education,  its  methods 
closely  adapted  to  the  varying  capacities  of  its 


Introduction  ii 

members,  with  its  pupils  advancing  annually  from 
grade  to  grade,  and  taught  in  each  grade  by 
teachers  trained  for  the  special  work  of  that 
grade  —  such  a  school  is  today  an  educational 
necessity.  When  the  church  is  fully  aroused  to 
its  duty  and  opportunity  in  this  direction,  and 
adequately  equips  and  properly  maintains  its  edu- 
cational department,  then  the  Bible  school  will 
become  the  complement  of  the  public  school,  and 
together  they  will  send  forth  into  the  work  of  the 
world  the  man  of  culture,  the  man  of  efficiency, 
the  man  of  power. 

§  2.     THE  COURSE  OF  STUDY 

One  of  the  greatest  present  needs  of  the  Bible 
school  is  a  course  of  study  constructed  upon  sound 
educational  principles,  which  shall  put  the  pupil 
in  possession  of  the  elements  of  his  religious 
inheritance  as  he  passes  through  the  various 
departments  of  the  school  from  the  primary  to  the 
adult  department;  which  shall  win  him  to  an 
acceptance  of  the  cardinal  doctrines  of  the  Chris- 
tian faith,  and  make  of  him  a  loyal  disciple  of  the 
world's  Savior,  Jesus  the  Christ.  The  preparation 
of  such  a  curriculum  is  a  difficult  task,  and  will 
require  much  time  and  experimentation ;  but  it  is 
a  task  which  must  be  undertaken  by  educators  in 
behalf  of  the  church.  Speaking  of  the  duty  of 
students  of  j>edagogy  to  the  work  of  religious 
instruction,  Dr.  A.  Caswell  Ellis  says: 


12  Bible-School  Curriculum 

The  provisional  arrangement  growing  out  of  the 
abuses  of  religion  and  the  other  necessities  of  the  time,  by 
which  religious  training  has  been  divorced  from  the  schools 
and  considered  beyond  the  pale  of  pedagogical  science,  must 
soon  give  place  to  the  inevitable  demand  of  nature.  How- 
ever useful  such  a  separation  has  been  in  bridging  over 
periods  of  retrogression  and  bigotry  in  both  religion  and 
pedagogy,  permanently  to  keep  religious  and  secular  educa- 
tion separated  is  doing  violence  to  our  souls  and  trying  to 
tear  apart  what  is  by  nature  one.  The  old  faculty  psy- 
chology is  gone,  a  brighter  era  of  religious  toleration  seems 
near,  and  now  pedagogy  must  accept  and  own  her  whole 
field  and  face  its  problem  of  religious  education  squarely. 
To  yield  it  longer  to  the  theologians  or  to  special  providence 
is  a  criminal  shirking  of  duty.* 

Whether  or  not  we  agree  with  the  writer's  views 
concerning  the  relation  of  religious  and  secular 
education,  we  shall  certainly  agree  with  him  in  the 
emphasis  which  he  has  laid  upon  the  obligation  of 
pedagogical  science  to  religious  training,  which 
obligation  must  be  clearly  seen  and  definitely 
accepted  by  educators  at  the  present  time. 

The  church,  on  the  other  hand,  must  not  hesi- 
tate to  call  to  her  aid  the  skill  and  learning  of 
Christian  educators,  for 

This  work  is  one  that  demands  more  of  e?^pert  and  highly 
trained  Intelligence  than  at  present  can  be  found  within  the 
ministry  of  the  church.  As  in  the  creation  of  her  cathe- 
drals she  calls  to  her  aid  those  who  have  been  trained  as 
architects  and  builders,  and  in  her  worship  those  whom 
God  has  inspired  with  the  gifts  of  music  and  song;  so  in 
*  Pedagogical  Seminary,  Vol.  V,  p.  i95- 


Introduction  13 

the  education  of  her  children  the  church  may  well  com- 
mand the  service  of  those  whose  Hves  have  been  conse- 
crated to  the  ministry  of  education,  and  whose  minds  have 
been  inspired  with  that  gift  of  God's  Spirit  by  which  they 
are  called  to  rightly  divide  the  words  of  knowledge  and 
truth.  Indeed,  it  is  by  so  doing  that  the  church  will  prove 
herself  faithful  to  that  most  sacred  trust  of  guiding  the 
youth  into  the  truth  and  knowledge  of  God." 

In  the  preparation  of  a  course  of  study  for  the 
Bible  school  which  shall  measure  up  to  our  peda- 
gogical standards  three  factors  must  be  con- 
stantly kept  in  mind:  (i)  the  pupil,  (2)  the 
subject-matter,  and  (3)  the  ideal  or  ends  sought. 

I.  The  pupil. —  In  these  modern  times  it  is  a 
pedagogical  truism  to  say  that  the  material  of 
religious  instruction  should  be  selected  with  refer- 
ence to  the  powxrs,  interests,  and  needs  of  the 
pupil.  The  child  passes  through  distinct  stages  of 
development  from  birth  to  adulthood,  each  stage 
being  characterized  by  the  dominance  of  certain 
mental  powers  and  interests,  and  presenting  cer- 
tain moral  and  religious  needs  which  must  be 
supplied,  or  else  the  later  life  will  lack  in  strength, 
in  breadth,  and  in  power.  The  planner  of  a  lesson 
system,  then,  must  know  the  nature  of  the  pupils 
who  will  be  found  in  the  various  departments  of  a 
school,  and  select  his  lesson  material  with  refer- 
ence to  their  mental  powers,  to  insure  the  possi- 

^  Rev.  Pascal  Harrower  in  Principles  of  Religious  Edu- 
cation, pp.  126,  127, 


14  Bible-School  Curriculum 

bility  of  a  proper  understanding  of  the  lesson; 
with  reference  to  their  interests,  to  insure  atten- 
tion to  and  assimilation  of  the  truths  presented; 
and  with  reference  to  their  moral  and  religious 
needs,  that  each  stage  may  be  lived  out  com- 
pletely as  a  preparation  for  the  next  one. 

2.  The  subject-matter. —  As  the  pupil  passes 
through  the  various  stages  of  development,  his 
interests  widen  and  his  needs  become  more  com- 
plex. The  curriculum,  then,  must  be  compre- 
hensive, to  touch  him  on  all  sides ;  must  meet  his 
widening  horizon,  must  be  rich  in  content,  to 
supply  fully  every  need,  and  not  confined  to  any 
one  aspect  of  divine  revelation;  else  the  life  may 
become  one-sided  or  narrow.  For  this  reason  we 
should  not  limit  our  choice  of  lesson  material  to 
biblical  matter,  as  is  done  in  most,  if  not  all,  of 
our  present  lesson  systems  (although  this  is  the 
most  important  source),  but  should  also  select 
suitable  material  from  the  wonderful  revelation  of 
God  in  physical  nature  (phenomena  of  life  and 
action)  and  in  human  nature  (history  and  biog- 
raphy), especially  from  those  portions  of  the 
latter  which  reveal  most  clearly  the  meaning  and 
progress  of  God's  kingdom  on  earth.  But  in  thus 
selecting  material  from  these  various  sources  care 
must  be  taken  that  the  whole  is  not  made  a  mere 
patchwork.  The  complete  course  of  study  must 
be  progressive  and  interrelated.    It  is  the  assimi- 


Introduction  15 

lated  truth  that  has  a  value  in  character-building, 
and  this  assimilation  of  the  new  presentation  is 
the  function  of  the  related  old  mental  content. 
The  entirely  new  —  i.  e.,  that  which  is  entirely 
unrelated  to  any  part  of  our  mental  content  —  is 
unassimilable,  and  hence  what  is  presented  from 
week  to  week  and  month  to  month  must  be  pro- 
gressively presented  to  be  readily  assimilated. 
One  of  the  greatest  defects  of  our  present  system 
is  the  lack  of  this  progression  and  interrelation. 
Fragments  are  taught  with  scarcely  an  attempt  to 
tie  them  together.  This  results  in  loss  to  both  the 
teacher's  energy'  and  the  pupil's  time.  But  even 
more  important  than  this  interrelation  of  the  parts 
of  a  course  of  study  is  the  relation  of  the  various 
elements  of  such  a  course  —  geography,  biog- 
raphy, history,  poetry,  prophecy,  etc. — to  vital 
truth  in  such  a  way  as  to  give  a  settmg  and 
support  to  that  truth.  Unless  we  have  such  a 
relationship,  our  efforts  will  result  simply  in 
informing  the  intellect  and  not  in  developing  a 
Christian  character. 

3.  The  ideal  or  ends  sought. —  In  the  prepara- 
tion of  a  Bible-school  curriculum  we  must  have 
more  than  a  knowledge  of  the  powers,  interests, 
and  needs  of  the  developmental  periods;  more 
than  a  knowledge  of  the  sources  of  revelation  to 
serve  as  guides  in  the  selection  and  arrangement 
of  material.    It  is  necessary  that  we  have  a  clear 


i6  Bible-School  Curriculum 

view  of  the  ends  sought  in  reHgious  training. 
These  ends  are  four  in  number: 

a)  To  give  a  knowledge  of  rehgious  prin- 
ciples. Man  is  a  religious  being.  Brinton  in  his 
Religions  of  Primitive  Peoples  says : 

The  religiosity  of  man  is  a  part  of  his  psychical  being. 
In  the  nature  and  laws  of  the  human  mind,  in  its  intellect, 
sympathies,  emotions,  and  passions,  lie  the  well-springs  of 
all  religions,  modern  or  ancient.  Christian  or  heathen.  To 
these  we  must  refer;  by  these  we  must  explain  whatever 
errors,  falsehoods,  bigotry,  or  cruelty  have  stained  man's 
creeds  or  cults ;  to  them  we  must  credit  whatever  of  truth, 
beauty,  piety,  and  love  have  glorified  and  hallowed  his  long 

search  for  the  perfect  and  the  eternal The  fact  is  that 

there  has  not  been  a  single  tribe,  no  matter  how  rude, 
known  in  history  or  visited  by  travelers,  which  has  been 
shown  to  be  destitute  of  religion  under  some  form.® 

The  religious  conceptions  and  forms  of  worship 
of  these  primitive  peoples  are  untrue,  extremely 
crude,  and  even  grotesque;  but  as  we  rise  in  the 
scale  of  civilization  we  find  a  corresponding  refine- 
ment in  religious  ideas  and  modes  of  expression. 
This  religious  instinct,  or  "  religiosity  "  of  nature 
as  Brinton  calls  it,  is  a  part  of  the  child's  inherit- 
ance from  the  race,  and  his  early  theological  con- 
ceptions closely  parallel  in  many  respects  those  of 
primitive  peoples.  As  this  part  of  his  nature 
develops,  he  needs  help  in  forming  right  concep- 

^  Quoted  by  Butler  in  an  article  in  Educational  Review, 
December,  1899. 


Introduction  17 

tions  of  God  and  His  relations  to  man,  and  intelli- 
gent guidance  to  those  vital  principles,  those  living 
truths,  which  shall  set  him  free  and  enable  him  to 
actualize  completely  his  potential  manhood.  The 
matter  of  instruction,  then,  must  be  selected  partly 
v^ith  reference  to  such  right  conceptions  and  vital 
truths. 

b)  To  develop  a  keenness  of  ethical  vision. 
It  v^ill  not  suffice  that  the  great  principles  which 
should  govern  conduct  are  known ;  there  must  be 
a  direct  connection  between  these  known  prin- 
ciples and  the  particular  occasions  calling  for  their 
application.  In  other  words,  a  mere  knowledge 
of  governing  principles  will  be  of  no  value  unless 
the  pupil  has  that  ethical  insight  which  shall 
enable  him  to  see  clearly  the  application  of  those 
principles  to  actual  concrete  cases  as  they  arise 
in  his  own  experience.  In  the  story  of  the  tempta- 
tion of  Jesus  in  the  wilderness  we  are  impressed 
with  this  fact  that  Jesus  not  only  knew  the  prin- 
ciples contained  in  the  three  verses  which  he 
quoted,  but  that  he  also  had  that  keen  insight 
which  showed  him  that  the  three  temptations 
were  specific  occasions  for  the  application  of  those 
principles  or  truths.  This  ethical  sense  must  be 
developed  in  the  child  by  presenting  to  him  con- 
crete cases  involving  ethical  problems,  and  guiding 
him  to  their  solution ;  i.  e.,  the  child  must  be  led 
to  do  his  own  moralizing.    The  matter  of  instruc- 


i8  Bible-School  Curriculum 

tion,  then,  must  be  selected  partly  with  reference 
to  the  ethical  problems  which  it  is  desirable  to 
present  to  the  pupil. 

c)  To  win  the  affectional  nature  to  high 
ideals.  It  is  possible  for  one  to  have  knowledge 
of  principles  of  right  conduct,  and  insight  into 
the  application  of  those  principles  to  daily  life,  and 
yet  not  to  live  in  accordance  with  such.  If  living 
is  to  follow  knowing,  the  feelings,  the  springs  of 
action,  must  be  enlisted  on  the  side  of  the  truth. 
Interest  is  the  feeling  side  of  voluntary  attention ; 
we  are  interested  in  what  we  attend  to ;  we  attend 
to  what  interests  us.  Ideas  associated  with  strong 
feelings  tend  to  discharge  themselves  in  action. 
Therefore,  if  we  would  have  righteous  action  fol- 
low righteous  knowledge,  we  must  associate  in  the 
pupil's  mind  strong  feeling  with  the  new  ideas 
presented.  The  ideals  which  are  presented,  then, 
must  be  such  as  shall  arouse  the  feelings,  that  the 
pupil  may  not  only  be  attracted  to  these  ideals  as 
such,  but  also  that  he  may  be  impelled  to  actual- 
ize them  in  his  daily  life.  The  ideals  which  appeal 
to  the  developing  individual  in  the  various  stages 
of  development  are  different  for  each  period.  The 
matter  of  instruction,  then,  must  be  selected  partly 
with  reference  to  the  appeal  which  it  will  make  to 
the  feelings,  and  the  method  of  presentation  must 
be  such  as  to  win  the  affections  to  the  truth. 

d)  There  is  yet  another  end  in  all  religious 


Introduction  19 

training-  —  the  development  of  power.  Power 
comes  only  through  action,  through  service.  Our 
Bible  schools  are  weak  in  this  respect,  that  they 
do  not  offer  many  opportunities  for  the  develop- 
ment of  power  through  service.  This  weakness 
is  due  partly  to  the  system  of  organization, 
partly  to  the  lack  of  co-operation  between  the 
school  and  the  home,  and  partly  to  the  unpeda- 
gogical  selection  of  instructional  material.  The 
testimony  of  Josephus  to  the  Mosaic  plan  is  per- 
tinent here.     He  says : 

For  there  are  two  ways  of  coming  at  any  sort  of 
learning  and  a  moral  conduct  of  life;  the  one  is  by  instruc- 
tion in  words,  the  other  by  practical  exercises.  Now,  other 
lawgivers  have  separated  these  two  ways  in  their  opinions, 
and,  choosing  one  of  those  ways  of  instruction,  or  that 
which  best  pleased  every  one  of  them.,  neglected  the  other. 
....  But  for  our  legislator  [Moses]  he  very  carefully 
joined  these  two  methods  of  instruction  together;  for  he 
neither  left  these  practical  exercises  to  go  on  without  verbal 
instruction,  nor  did  he  permit  the  hearing  of  the  law  to 
proceed  without  the  exercises  for  practice.'' 

Although  the  great  need  here  is  the  co-operating 
home,  the  school  must  do  what  it  can  to  bring 
about  this  development  of  power.  One  condition 
is  in  its  power  to  fulfil :  it  can  provide  in  its  course 
of  study  a  selection  of  such  truths  as  have  an 
active  side,  that  can  be  put  into  immediate  practice 
in  the  home  and  social  life  of  the  pupils.     In  the 

^Contra  Apion,  Book  II,  sees.  17,  18. 


20  Bible-School  Curriculum 

preparation  of  the  Bible-school  curriculum  this 
end  must  be  borne  in  mind,  and  the  matter  selected 
partly  with  reference  to  it. 

In  indicating  the  above  as  the  aims  of  religious 
training,  it  is  not  intended  to  assert  that  these  are 
to  govern  the  selection  of  every  lesson  of  the  cur- 
riculum, for  the  subject-matter  of  any  course  of 
study  has  a  logic  of  its  own  which  must  be 
observed;  but  only  that  they  are  to  be  kept  in 
mind  in  selecting  the  material  for  the  various 
grades  and  departments,  and  followed  as  general 
guiding  principles,  where  not  in  conflict  with 
other  and  possibly  more  fundamental  ones. 

§  3.     THE  TRAINED  TEACHER 

The  other  great  need  of  the  Bible  school  of 
the  present  day  is  the  trained  teacher.  Many 
years  ago  Socrates,  in  a  conversation  with  Callias, 
the  son  of  Hipponicus,  asked  him  this  searching 
and  memorable  question :  "  Callias,  if  your  two 
sons  were  foals  or  calves,  there  would  be  no  diffi- 
culty in  finding  someone  to  put  over  them;  we 
should  hire  a  trainer  of  horses,  or  a  farmer  prob- 
ably, who  would  improve  and  perfect  them  in  their 
proper  virtue  and  excellence;  but,  as  they  are 
human  beings,  whom  are  you  thinking  of  placing 
over  them  ?  "  This  question  would  be  an  exceed- 
ingly pertinent  one  to  put  to  the  church  today: 
Whom  are  you  thinking  of  placing  over  the  mil- 


Introduction  21 

lions  of  human  beings  who  gather  from  week  to 
week  for  rehgious  instruction?  The  simply  con- 
secrated teacher  of  the  past  will  not  do ;  he  must 
give  way,  and  the  consecrated  and  trained  teacher 
must  take  his  place.  This  will  be  readily  admitted 
if  it  is  conceded  that  the  Bible  school  should 
occupy  the  place  indicated  for  it  in  the  former 
section  (see  §  i),  for  the  trained  teacher  is  neces- 
sary to  the  realization  of  the  ideal  there  presented. 
When  to  consecration  in  the  teacher  we  add  edu- 
cation and  special  pedagogical  training,  we  may 
look  for  a  much  more  adequate  return  for  the 
effort  expended  in  our  thousands  of  Bible  schools. 
The  teachers  who  will  be  selected  by  the  church  in 
the  future  for  the  work  of  teaching  in  the  Bible 
school  will  have  had  a  liberal  education,  supple- 
mented by  a  two-  or  three-year  training  in  the 
church  teacher-training  or  normal  class,  holding 
its  weekly  sessions  of  one  and  one-half  hours  for 
nine  months  in  the  year.  The  course  pursued  by 
such  a  class  would  include  a  study  of  the  general 
structure  of  the  Bible,  its  form,  contents,  gradual 
development,  and  principal  teachings ;  a  study  of 
the  child  in  his  various  stages  of  growth  from 
early  childhood  to  adult  life,  emphasis  being 
placed  upon  the  mental  powers,  interests,  charac- 
teristics, and  religious  needs  of  each  period;  a 
study  of  the  principles  and  methods  of  teaching, 
with  practice  work  in  the  preparation  and  pre- 


22  Bible-School  Curriculum 

sentation  of  lessons;  and  a  study  of  the  Bible 
school,,  its  history,  organization,  and  administra- 
tion, that  the  teacher  may  work  more  intelligently 
and  in  full  harmony  with  the  ideals  of  the  school's 
officers.  The  service  rendered  by  these  teachers 
will  be  a  voluntary  offering  to  the  church, 
although  the  superintendent  of  the  school, 
together  with  the  department  superintendents  or 
supervisors,  giving  their  whole  time  to  the  work, 
will  be  salaried. 

The  desirability  and  practicability  of  having 
trained  teachers  in  the  Bible  school  were  set  forth 
in  a  series  of  short  articles  forming  a  symposium 
on  the  subject,  "  Should  Professional  and  Salaried 
Teachers  Be  Employed  in  the  Sunday  School?" 
published  in  the  Biblical  World.  To  this  series 
the  author  contributed,  and  the  short  paper  is  here 
quoted  in  full : 

The  question  of  professional  salaried  instruction  in  the 
Bible  school  divides  itself  into  three  parts:  (i)  Is  it  desir- 
able? (2)  If  desirable,  to  what  extent?  and  (3)  How  may 
such  instruction  be  secured  to  our  schools? 

I.  Is  professional  salaried  instruction  desirable  in  the 
Bible  school?  The  answer  to  this  is  a  most  emphatic  yes. 
The  character  of  the  teaching  in  our  public  schools  has 
undergone  a  marked  change  since  the  days  of  Horace 
Mann,  through  the  influence  and  work  of  normal  schools 
and  teachers'  colleges.  As  a  result  our  boys  and  girls  are 
well  taught  during  the  week  by  trained  and  experienced 
teachers,  in  thoroughly  graded  schools  with  carefully 
planned  courses  of  study.     But  in  the  Bible  school  they 


Introduction  23 

find  very  different  conditions  prevailing;  imperfect  classifi- 
cation, poor  teaching  by  incompetent  though  consecrated 
teachers,  and  a  course  of  study  planned  in  ignorance  of,  or 
without  regard  to,  accepted  pedagogical  principles.  The 
result  of  this  is  seen  in  the  majority  of  schools  which  have 
been  established  for  any  length  of  time  —  the  boys  and  girls 
and  the  young  people  are  drifting  away.  It  is  only  by 
adding  to  the  consecration  of  the  teacher  that  other  essen- 
tial to  the  largest  success,  viz.,  professional  training,  that 
the  school  may  hope  to  retain  its  hold  upon  its  members 
from  the  primary  to  the  adult  departments.  Another,  and 
perhaps  more  cogent,  reason  why  such  professional  instruc- 
tion is  desirable  is  the  importance  of  the  work  of  the  Bible- 
school  teacher.  However  much  we  may  lament  the  fact, 
the  Bible  school  is  today  practically  the  only  institution  for 
definite  religious  instruction.  The  home  has  largely  given 
up  its  privileges  to  the  church  school,  the  public  school  is 
debarred  from  exercising  such  privilege,  and  "the  Sunday 
school  is  in  this  way  brought  into  a  position  of  great 
responsibility  and  importance,  for  it  is,  in  fact,  a  necessary 
part  of  the  whole  educational  machinery  of  our  time."  If 
the  trained  teacher  is  needed  for  the  development  of  the 
intellectual  side  of  the  scholar's  nature,  surely  some  train- 
ing is  needed  for  those  who  would  undertake  the  important 
and  delicate  task  of  developing  the  spiritual  powers  of  a 
soul. 

2.  To  what  extent  is  professional  salaried  instruction 
desirable?  Granting  the  desirability  of  some  professional 
training  for  all  Bible-school  teachers,  is  it  necessary  in 
order  to  obtain  teachers  with  such  an  equipment  that  they 
be  paid  a  definite  salary?  Such  a  plan,  even  if  thought 
desirable,  which  I  very  seriously  question,  is  altogether 
impracticable ;  but  to  have  the  superintendent  of  the  school 
a  professionally  equipped  man   (or  woman?),  giving  his 


24  Bible-School  Curriculum 

entire  time  to  the  educational  interests  of  the  church  and 
receiving  an  adequate  salary,  is  practicable  in  the  great 
majority  of  cases.  In  the  larger  schools  the  heads  of  the 
various  departments  might  also  be  trained  and  salaried 
workers.  An  important  part  of  the  work  of  such  superin- 
tendents and  assistants  v.ould  be  the  training  of  the  class 
teachers,  the  instruction  being  given  in  normal  classes 
organized  as  a  department  of  the  school,  with  courses  of 
study  carefully  planned  along  biblical,  psychological,  peda- 
gogical, and  sociological  lines.  In  this  way  the  schools 
would  soon  have  a  body  of  trained  teachers,  working 
under  skilled  leadership,  the  results  of  which  would  be 
quickly  apparent. 

3.  How  may  such  instruction  be  secured  to  our 
schools?  By  stirring  the  church  to  a  realization  of  its 
obligations  in  the  matter.  The  church  must  properly  evalu- 
ate the  different  elements  of  its  organization;  the  child 
must  be  considered  of  more  value  than  the  choir,  the 
teacher  of  more  importance  than  the  sexton,  and  class- 
room accommodations  of  greater  moment  than  church 
adornment.  With  an  enlightened  intellect  and  an  awak- 
ened conscience  the  means  for  providing  professional 
salaried  instruction,  as  indicated  above,  will  be  forthcoming.' 

§4.    A  SUGGESTED  PLAN   OF  ORGANIZATION 

There  have  been  many  plans  of  organizing  the 
Bible  school  suggested  and  put  into  operation. 
The  historic  division  into  Infant  department  and 
Main  school  is  going  out  of  use  except  in  the  very 
small  country  schools.  A  large  proportion  of  the 
schools  of  the  present  are  organized  with  three 

^Biblical  World,  December,  1900,  pp.  420,  421. 


Introduction  25 

departments  —  the  Primary,  the  Intermediate,  and 
the  Senior  or  Adult  department.  Many  of  our 
better  schools,  especially  the  larger  ones  in  the 
cities,  recognizing  the  importance  of  careful  classi- 
fication of  the  pupils,  are  organizing  their  schools 
with  a  larger  number  of  grades  and  departments. 

Leaving  out  of  consideration  the  Home,  Nor- 
mal, and  Library  departments,  there  would  seem 
to  be  a  need,  in  the  average  school,  for  five  depart- 
ments where  class  instruction  is  given.  The  first 
department,  the  Primary,  would  receive  the  chil- 
dren from  four  to  nine  years  of  age.  This  depart- 
ment would  be  subdivided  into  two  sections :  ( i ) 
the  Kindergarten  section,  with  two  grades,  A  and 
B;  and  (2)  the  Primary  section  proper,  with 
three  grades^  C,  D,  and  E.  In  each  of  these 
grades  the  pupils  remain  one  year. 

At  about  nine  years  of  age  there  are  well- 
marked  changes  in  the  development  of  the  child. 
The  senses  at  this  time  reach  practical  perfection ; 
certain  mental  powers,  such  as  verbal  memory, 
the  power  of  inference,  etc.,  begin  to  develop  more 
rapidly;  the  interests  change,  especially  the  liter- 
ary interests.  This  appears  to  be  the  time  to 
change  the  pupils  to  a  higher  department  where 
they  can  be  taught  and  disciplined  in  a  way  to 
appeal  to  their  more  developed  mental  condition. 
This  next  higher  department,  the  Junior,  would 
receive  the  children  at  nine  and  hold  them  until 


26  Bible-School  Curriculum 

they  were  thirteen  years  of  age.  The  department 
would  be  divided  into  four  grades  —  A,  B,  C,  and 
D  —  the  pupils  remaining  in  each  grade  one  year. 

At  about  thirteen  years  of  age  there  are  well- 
marked  changes  incident  to  puberty.  This  is  the 
time  of  the  new  birth,  physically  and  psychically. 
The  thoughts  and  desires  of  the  boys  and  girls 
entering  this  period  are  very  different  from  those 
of  the  preceding  one  and  call  for  very  different 
treatment  by  the  teacher.  The  reasoning  and 
imaginative  powers  are  developing  strongly;  the 
interests  are  many-sided,  but  wavering;  the  moral 
nature  is  beginning  to  assert  itself;  the  desires, 
emotions,  and  impulses  are  strong,  but  erratic; 
the  moods  are  fluctuating ;  and  in  short,  the  whole 
period  beginning  at  this  age  is  one  of  restlessness 
and  change.  These  conditions  call  for  the  separa- 
tion of  the  boys  and  girls  from  the  younger  and 
the  older  members  of  the  school  into  a  separate 
department,  the  Intermediate,  which  would  hold 
its  members  from  thirteen  to  seventeen  years  of 
age.  This  department  also  would  have  four 
grades  —  A,  B,  C,  and  D  —  the  pupils  remaining 
in  each  one  year. 

By  seventeen  years  of  age  the  restlessness  and 
turmoil  of  the  preceding  period  have  largely  dis- 
appeared, and  the  young  men  and  women  are  in  a 
condition,  both  physically  and  mentally,  to  look 
out  upon  the  world  and  try  to  understand  it  and 


Introduction 


27 


their  relation  to  it.  At  this  time,  then,  the  young 
men  and  women  should  meet  by  themselves  in 
classes  under  competent  teachers,  and  should  have 
the  matter  and  method  of  instruction  adapted  to 
their  enlarged  mental  vision.  For  these  young 
people  from  seventeen  to  twenty-one  years  of  age 
the  Senior  department  should  be  organized,  with 
four  grades  —  A,  B,  C,  and  D  —  each  grade 
covering  a  year's  work. 

All  over  twenty-one  years  of  age  would 
become  members  of  the  Adult  department,  where 
they  would  find  classes,  teachers,  and  courses  of 
instruction  suited  to  their  stage  of  life. 

The  following  chart  shows  the  proposed 
classification  of  pupils : 


Department 

Ages 

Grades 

Primary      

4-9 

Kindergarten  Sec,  2 — A,  B 
Primary  Sec,  3  — C,  D,  and  E 

9-13 

4— A  to  D 

Intermediate 

13-17 

4— A  to  D 

Senior 

17-21 

4— A  to  D 

Adult 

21  up 

Various  classes  suited  to  the 

membership 

The  above  plan  is  the  one  followed  in  this 
book.    It  will  be  seen  that  it  calls  for  a  course  of 


28  Bible-School  Curriculum 

study  extending  through  seventeen  years,  begin- 
ning with  the  child  at  four  years  of  age.  In  the 
pages  following  an  attempt  is  made  to  indicate 
suitable  material  for  religious  instruction  in  each 
of  the  seventeen  grades,  with  reasons  for  such 
selection. 


PART  I 

THE  CHILDHOOD  PERIOD  AND  THE  PRIMARY 
DEPARTMENT 


CHAPTER  I 

THE   KINDERGARTEN    CHILD 

The  little  child,  God's  most  wonderful  crea- 
tion, is  born  into  this  world  in  a  condition  of 
utter  helplessness.  He  is  weak,  ignorant,  neither 
good  nor  bad;  but  there  lie  within  that  small 
body  wonderful  possibilities  —  the  possibility  of 
strength  and  activity,  of  unlimited  knowledge,  of 
a  pure  and  noble  moral  character,  which  shall  fit 
him  for  a  life  of  service  among  men  and  of  com- 
munion and  companionship  with  the  Divine. 

As  he  starts  out  in  this  life  he  is  ignorant  of 
everything,  of  himself  as  well  as  of  the  world 
about  him.  He  finds  himself  in  a  world  of  chaos, 
he  being  a  part  of  that  chaos.  He  begins  his  edu- 
cation by  learning  something  of  himself,  of  the 
parts  of  his  own  body  and  their  relation  to  each 
other  and  to  the  whole ;  and  this  is  a  long  process, 
taking  many  months.  It  is  several  years,  as  Sully 
shows,^  before  he  knows  his  own  body  as  an 
object  separate  from  all  other  objects,  and  with 
all  of  its  parts  connected  and  vitally  related.  In 
illustration  of  this  Sully  quotes  a  number  of 
stories,  among  others  one  from  the  Worcester 
Collection,^  of  a  child  of  three  and  a  half  years 

^Studies  of  Childhood,  pp.  110-15. 
'Ibid.,  p.  III. 

31 


32  Bible-School  Curriculum 

who  on  finding  his  feet  stained  by  some  new 
stockings  observed:  "Oh,  mamma!  these  ain't 
my  feet,  these  ain't  the  feet  I  had  this  morning." 

But  it  is  with  the  rapid  development  of  the 
senses  that  he  begins  his  acquaintance  with  the 
outer  world,  and  upon  their  perfection  his  future 
progress  very  largely  depends.  During  the  child- 
hood period  this  activity  of  sense-perception  is  the 
chief  characteristic  of  his  intellectual  life.  But 
this  power  very  slowly  develops,  full  and  correct 
observation  coming  only  in  later  years.  Though 
only  slowly  coming  to  anything  like  perfection, 
the  observing  powers  of  the  young  child  are  very 
active,  and  through  them  he  is  gaining  a  great 
mass  of  mental  pictures  of  the  world  which  sur- 
rounds him,  and  these  images  he  is  constantly 
using  as  an  aid  in  the  interpretation  of  that  won- 
derful world  in  which  he  finds  himself  placed. 
When  he  thus  begins  to  interpret,  his  progress  is 
rapid. 

Some  characteristics  of  the  period. —  A 
marked  characteristic  of  this  early  part  of  the 
childhood  period  is  the  strength  of  the  animistic 
impulse  —  the  impulse  to  invest  inanimate  objects 
with  all  of  the  attributes  of  personality.  Young 
children  have  a  lively  imagination,  which  "  in  an 
active  constructive  form  takes  part  in  the  very 
making  of  what  we  call  sense-experience."^ 

^  Ibid.,  p.  29. 


The  Kindergarten  Child  33 

Their  powerful  imagination  and  strong  feelings  master 
them  so  that  they  do  not  distinguish  clearly  between  the 
real  and  the  imaginary,  and  until  they  are  four  or  five  often 
do  not  know  that  their  dreams  are  not  realities.  The  line 
between  feeling,  will,  and  intellect  is  hardly  distinguishable, 
as  was  shown  by  their  utter  inability  to  see  in  their  dolls 
anything  but  what  they  felt  or  desired  about  them.  This 
confusion  begins  to  clear  up  after  five  or  six,  but  the 
stronger  impulse  to  attribute  to  everything  else  the  child's 
own  feelings,  or  animism,  is  still  present  at  seven,  and  falls 
away  only  slowly  till  adolescence.* 

Although  movement  and  sound  help  to  sug- 
gest life  to  the  child,  such  is  not  necessary  for  the 
play  of  the  animistic  impulse ;  for,  as  Sully  says : 

The  most  unpromising  things  come  in  for  this  warm  vital- 
izing touch  of  the  child's  fancy.    He  will  make  something 

like  a  personality  out  of  a  letter A  little  boy  well  on 

in  his  fourth  year,  when  tracing  a  letter  L  happened  to  slip 
so  that  the  horizontal  limb  formed  an  angle  thus,  L,.  He 
instantly  saw  the  resemblance  to  the  sedentary  human  form 
and  said :  *'  Oh,  he's  sitting  down."  Similarly  when  he 
made  an  F  turn  the  wrong  way  and  then  put  the  correct 
form  to  the  left  thus,  F  '7  he  exclaimed:  "They're  talk- 
ing together."  * 

Another  characteristic  of  the  period  is  the 
extreme  suggestibility  of  the  child.  Small,  in  his 
extended  study  of  the  subject,  comes  to  these 
conclusions:  "that  in  healthy  children  suggest- 
ibility is  (i)  a  universal  condition;    (2)  high  in 

*  Ellis,  Pedagogical  Seminary,  Vol.  V,  p.  172. 
°  Op.  cit.,  p.  30. 


34  Bible-School  Curriculum 

degree;  (3)  largely  within  the  control  of  anyone 
who  knows  the  working  of  the  child-mind."® 
He  emphasizes  the  need  of  a  closer  companionship 
with  children  on  the  part  of  the  teacher  and  par- 
ent. The  teacher  may  strongly  influence  the  child 
in  the  formation  of  his  tastes,  aspirations,  and 
ideals;  but  to  do  this  he  must  have  a  personal 
interest  in  and  attachment  for  his  pupils,  for 
"  although  a  bright  teacher  may  interest  pupils  in 
a  study,  large  sympathies,  personal  interest  in  the 
pupil,  and  ability  to  appreciate  the  good  in  him 
are  necessary  to  awaken  purpose  and  develop 
strong  character."^ 

Somewhat  closely  related  to  this  suggest- 
ibility of  the  child  is  the  imitative  instinct.  The 
power  of  imitation  and  the  power  of  imagination 
form  two  of  the  most  potent  factors  in  child- 
development.  Imitation  plays  a  large  part  in 
moral  and  religious  education.  Dr.  J.  R.  Street, 
in  concluding  a  "  Study  in  Moral  Education," 
says:  "Moral  action,  in  early  period  of  hfe,  and 
even  in  early  manhood  and  womanhood,  is  a  mat- 
ter of  imitation  and  suggestion  rather  than  of 
intellect."  ^  Compayre,  speaking  of  the  imitative 
instinct  in  the  child,  ascribes  its  power  to  three 
causes  —  ignorance,  weakness  of  personality,  and 
sympathy.    He  says: 

'Pedagogical  Seminary,  Vol.  IV,  pp.  176  ff. 

''Op.  cit.,  p.  218. 

■0/>.  cit.,  Vol.  V,  p.  39. 


The  Kindergarten  Child  35 

The  power  of  the  imitative  instinct  in  the  child  is  due 
to  several  causes  ;  and  first  of  all  to  his  ignorance.  Having 
as  yet  at  his  disposal  but  a  small  amount  of  knowledge  and 
a  very  slender  stock  of  ideas,  the  child  is  at  the  mercy  of 
the  perceptions  which  incite  him  on  all  sides.  His  supple 
thought,  free  from  prepossessions,  responds  to  the  call  of 
exterior  images,  and  follows  without  resistance  the  current 
into  which  it  is  urged  by  the  impressions  which  strike  it. 
On  the  other  hand,  the  child  is  weak;  he  is  lacking  in  per- 
sonality. He  needs  to  act,  but  his  will  does  not  yet  exist. 
Powerless  to  act  from  his  own  initiative,  he  acts  in  accord- 
ance with  what  he  sees  others  do.  His  weakness  is  the 
principal  cause  of  his  imitative  disposition.  Sympathy  is 
still  another  source  of  the  imitative  instinct.  We  all  have  a 
secret  tendency  to  put  ourselves  in  agreement,  in  our  senti- 
ments and  actions,  with  the  men  who  surround  us,  and 
particularly  with  those  whom  we  love.  To  love  anyone  is 
to  desire  to  resemble  him.  The  child  who  feels  an  ardent 
affection  for  his  companions  is  naturally  inclined  to  imi- 
tate them.  The  more  causes  of  sympathy  there  are,  such  as 
resemblances  in  condition  or  age,  the  more  powerfully  will 
the  imitative  instinct  manifest  itself.' 

Miss  Frear's  *'  Study  of  Imitation "  ^^  indi- 
cates that  there  is  a  strong  tendency  in  the  child 
to  imitate  adult  activities,  and  that  there  is  a 
steady  growth  of  the  impulse  to  imitate  the  idea 
involved  in  the  action  rather  than  the  action  itself. 
When  we  consider  the  strength  of  this  imitative 
instinct  in  the  child,  and  the  almost  hypnotic 
state  of  suggestibility  in  which  we  find  him  dur- 

^  Lectures  on  Pedagogy,  Payne  translation,  pp.  220,  221. 
'^'^Pedagogical  Seminary,  Vol.  IV,  pp.  382-86. 


36  Bible-School  Curriculum 

ing  the  early  part  of  childhood,  the  importance  of 
his  environment  and  of  the  suggestions  which 
come  to  him  from  the  teacher  in  class  or  parent  in 
the  home  cannot  be  overestimated. 

During  the  childhood  period  the  imagination 
is  extremely  active.  Children  differ  widely  in 
imaginative  pOAver,  however,  some  seeming  to  be 
"matter  of  fact"  children  with  little  of  the 
"power  of  fancy,"  while  others  are  dreamers, 
living  almost  continuously  in  the  "  land  of  make- 
believe."    W.  H.  Burnham  says : 

Popular  speech  divides  the  world  into  two  classes  — 
the  imaginative  and  the  unimaginative.  But  all  children, 
unless  they  be  idiots,  probably  have  productive  or  creative 
imagination  in  some  measure;  and  among  them  the 
differences  in  degree  are  more  important  than  is  usually 
supposed." 

Sully's  studies  lead  him  to  the  conclusion  that  a 
large  majority  of  boys  and  girls  alike  are  for  a 
time  fancy-bound.  Burnham  says  further,  with 
reference  to  the  individual  differences  in  children 
in  productive  imagination : 

With  some  children  it  may  be  necessary  to  check 
imagination.  With  others  the  effort  should  be  to  develop 
it.  And  it  is  well  to  remember  that  most  children  have 
sufficient  imagination  to  vivify  what  is  dull,  prosaic,  and 
dead  to  us.  What  you  tell  a  child  of  wolves  and  bears,  of 
tramps  and  robbers,  of  the  dark  forest  and  all-devouring  sea, 
of  giants,  ogres,  angels,  devils,  and  future  punishment,  is 

^Op,  cit.,  Vol.  II,  p.  212. 


The  Kindergarten  Child  37 

not  apperceived  in  the  dull  prosaic  way  in  which  you  tell  it ; 
but  it  grows  appalling  in  that  vivid  ideal  world  in  which 
it  finds  lodgment.  The  whole  subject  of  religious  education 
especially  should  be  studied  in  relation  to  the  child's  pro- 
ductive imagination.'^ 

In  Speaking  of  the  influence  of  imagination 
upon  the  moral  life  Sully  says  : 

In  the  moral  life  again  we  shall  see  how  easily  the 
realizing  force  of  young  imagination  may  expose  it  to 
deception  by  others,  and  to  self-deception  too,  with  results 
that  closely  simulate  the  guise  of  a  knowing  falsehood.  On 
the  other  hand,  a  careful  following  out  of  the  various  lines 
of  imaginative  activity  may  show  how  moral  education,  by 
vividly  suggesting  to  the  child's  imagination  a  worthy  part, 
a  praiseworthy  action,  may  work  powerfully  on  the 
unformed  and  flexible  structure  of  his  young  will,  moving 
it  dutyward.^^ 

The  imagination  in  children  needs  the  support  of 
sense-perception.  It  matters  not  what  the  object 
is,  nor  how  little  it  resembles  the  final  fancied 
product,  it  is  yet  "a  sensible  object,  and  as  such 
gives  support  and  substance  to  the  realizing 
im.pulse."  For  this  reason  the  teacher  should  not 
hesitate  to  use  objects,  pictures,  rough  drawings, 
or  any  form  of  illustrative  material  which  will  aid 
the  child  to  visualize  the  scene  as  it  is  presented  to 
him  verbally  in  the  story,  for  "the  toy,  the  pic- 
ture, being,  however  roughly,  a  likeness  or  show, 

"  op.  cit.,  p.  22:^. 
"  Op,  cit.,  p.  28. 


38  Bible-School  Curriculum 

brings  the  idea  before  the  child's  eye  in  a  way 
which  the  word-symbol  cannot  do."^* 

Before  leaving  this  part  of  the  subject,  two 
other  characteristics  of  the  period  should  be  noted 
—  the  child's  selfishness  and  his  fears.  All  the 
impulses  of  the  young  child  are  centered  in  self 
and  the  satisfaction  of  its  wants.  This  selfishness 
manifests  itself  in  many  ways :  in  anger,  when  his 
wants  or  wishes  are  interfered  with  by  others ;  in 
envy,  when  he  washes  things  which  he  sees  others 
possess;  in  jealousy,  when  he  desires  for  himself 
the  attentions  paid  to  others.  "  There  seems  to  be 
little  doubt  that  these  [anger,  envy,  jealousy] 
are  among  the  commonest  and  most  pronounced 
characteristics  of  the  first  years."  ^^  But  to 
counterbalance  somewhat  this  selfishness,  we  find 
in  the  child  the  germs  of  altruism.  Selfishness 
tends  to  isolation,  but  children  are  naturally  so- 
ciable, and  do  not  like  to  be  alone.  Manifestations 
of  selfishness  are  thus  somewhat  checked  by  the 
desire  for  companionship.  Generosity  and  the 
desire  to  please  are  natural  impulses  with  most 
children,  and  both  of  these  tend  to  counteract  to  a 
limited  extent  the  effect  of  selfishness.  While  we 
cannot  expect  to  make  unselfishness  a  dominant 
characteristic  in  very  young  children,  still  our 
course  of  instruction  should  be  planned  so  as  to 

^'ihid.,  p.  55. 

'"  op.  cit.,  p.  234. 


The  Kindergarten  Child  39 

provide  for  a  natural  development  of  whatever 
germs  of  altruism  may  be  present.  Although  the 
adolescent  period  is  the  period  for  the  most 
marked  change  from  selfishness  to  altruism,  there 
is  a  general  improvement  in  this  respect  during 
the  second  half  of  the  childhood  period. 

Young  children  are  naturally  fearful.  This 
fear  in  very  early  childhood  "is  most  often  a 
vague  haunting  terror  of  the  dark,  of  awful 
shapes,  of  something  I  know  not  what."^^  In  a 
study  on  fears,  reported  by  Miss  Calkins,^ ^  it 
was  shown  that  with  children  under  six  fears  due 
to  real  objects  were  much  more  numerous  than 
imaginary  fears,  but  that  the  number  of  these  lat- 
ter fears  increases  very  rapidly  as  the  child  grows 
older.  In  this  study  the  source  of  nearly  one-half 
the  fears  is  given  as  environment,  they  being  acci- 
dentally acquired  or  directly  taught  the  child  by 
parents  or  older  children;  and  about  one- fourth 
are  inborn  or  inherited  from  the  past.  Some  few 
children  under  six  seem  to  be  without  fear,  but 
practically  all  children  over  that  age  have  fears  of 
some  kind.  There  are  a  number  of  causes  for 
this  fearfulness  exhibited  by  children,  among 
which  might  be  mentioned  their  weakness,  their 
ignorance,  their  nervous  condition,  their  sense  of 
utter  helplessness,  and  their  vivid  imagination, 

^*  Miss  Holbrook,  Studies  in  Education,  Vol.  I,  p.  19. 
"Pedagogical  Seminary j  Vol.  Ill,  pp.  319  ff. 


40  Bible-School  Curriculum 

although  this  latter  is  a  more  fertile  source  of 
fears  in  the  next  stage,  from  six  to  twelve  years 
of  age. 

Some  interests  of  the  period. —  One  of  the 
earliest  and  strongest  interests  of  the  young  child 
is  that  of  the  origin  of  things,  the  interest  in  the 
causal  idea.  The  child's  first  form  of  question  is, 
What?  It  is  the  result  of  ignorance  on  his  part, 
and  is  an  attempt  to  gain  knowledge  about  those 
things  which  have  come  under  his  eye.  But  this 
form  of  question  soon  changes  to,  Why?  or. 
How?  which  clearly  indicates  his  search  after  the 
reason  or  cause  of  things.  The  child  is  con- 
fronted daily  by  many  new  and  puzzling  things, 
which  he  must  try  to  understand,  i.  e.,  to  bring 
into  some  relation  to  his  mental  content;  and 
thus,  as  Sully  says. 

The  fundamental  significance  of  the  "  Why  ?  "  in  a  child's 
vocabulary  is  the  necessity  of  connecting  the  new  with  the 
old,  of  illuminating  what  is  strange  and  dark  by  light 
reflected  from  what  is  already  a  matter  of  knowledge." 

In  a  study  by  Miss  Davis  on  "  Children's  Interest 
in  the  Causal  Idea,"  ^^  she  finds  that  the  "  fields  in 
which  interest  in  the  causal  idea  is  shown  are 
natural  phenomena,  motion,  animals,  and  reli- 
gious objects."  Religious  objects  were  not  the 
first  to  interest  the  children,  but  "  before  reaching 

^«  op.  cit.,  p.  78. 

^  Child  Study  Monthly,  September,  1896,  pp.  226  ff. 


The  Kindergarten  Child  41 

the  age  of  seven  nearly  all  ...  .  show  interest 
in  the  causal  idea  pertaining  to  God,  heaven, 
death,  etc."  The  field  in  which  children  find  earli- 
est and  best  opportunity  for  the  development  of 
interest  in  the  causal  idea  is  that  of  nature.  The 
studies  of  Barnes  ^'^  and  Shaw-^  show  that  prac- 
tically the  only  interest  which  young  children  have 
for  objects  is  in  their  use  and  action;  "only  later 
in  life  do  they  become  actively  interested  in  the 
qualities  of  objects  and  then  only  gradually." 

When  we  come  to  the  theological  interests  and 
ideas  of  children,  *'  we  find  an  odd  patchwork  of 
thought,  the  patchwork  being  due  to  the  hetero- 
geneous sources  of  the  child's  information,  his 
own  observations  of  the  visible  world  on  the  one 
hand,  and  the  ideas  supplied  him  by  what  is  called 
religious  instruction  on  the  other." 

A  study  by  Professor  Earl  Barnes  ^^  on  the 
theological  ideas  of  California  children  shows  that 
"the  world  of  spirits  is  for  the  most  part  attract- 
ive; there  is  very  little  dark  and  forbidding 
imagery ;  terror  is  unknown ;  the  ideas  are  gener- 
ally vague."  The  children's  attitude  toward 
theology  is  interesting  and  important. 

The  young  children  under  six  ....  accept  what  they 
have  been  told  without  question  or  comment.    They,  how- 

^° "  A  Study  of  Children's  Interests,"  Studies  in  Educa- 
tion, pp.  203  ff. 

'^^  Child  Study  Monthly,  July-August,    1896,  pp.    152  ff. 
^Pedagogical  Seminary,  Vol.  II,  pp.  442  ff. 


42  Bible-School  Curriculum 

ever,  recast  their  theology  into  forms  that  appeal  to  their 
experiences  and  their  modes  of  thought.  The  spirit-world 
is  simply  a  beautiful  playground  where  children  have  what 
they  want ;  God  is  a  more  serious  form  of  papa ;  the  angels 
are  playfellows;  and  Satan  is  simply  a  "boogie,"  while 
hell  is  a  dark  closet. 

Two  of  Professor  Barnes's  conclusions  have 
reference  to  the  period  we  are  discussing.  They 
are  as  follows  :  ^^  ( i )  If  young  children  are  to  be 
taught  a  theology,  it  must  have  an  anthropo- 
morphic and  realistic  form.  We  may  teach  that 
God  is  a  spirit,  but  the  child's  mind  at  once  invests 
him  with  a  human  form  and  human  attributes.  If 
we  do  not  furnish  exalted  and  worthy  imagery, 
the  child  fills  out  the  form  with  random  pictures, 
Punch  and  Judy  impressions,  and  images  from 
grocery  labels.  (2)  Since  pictures  furnish  so 
much  of  the  imagery,  children  should  be  sur- 
rounded with  worthy  pictures,  such  as  Raphael's 
"Sistine  Madonna."  Dr.  Hall's  study,  "The 
Contents  of  Children's  Minds  on  Entering 
School,"  2^  also  shows  that  the  children's  ideas  of 
theological  matters  are  extremely  anthropomor- 
phic, they  translating  all  the  adult  terms  into 
terms  of  their  own  experience.  Sully,  in  speak- 
ing of  the  theological  interests  and  ideas  of  chil- 
dren, concludes  with  these  words : 


"  op.  cit.,  p.  448. 

»*0/>.  cit.,  Vol.  I,  pp.  139  ff. 


The  Kindergarten  Child  43 

I  have  tried  to  show  that  children  seek  to  bring  mean- 
ing, and  a  consistent  meaning,  into  the  jumble  of  communi- 
cations about  the  unseen  world  to  which  they  are  apt  to  be 
treated.  I  agree  with  Miss  Shinn  that  children  about  three 
and  four  are  not  disposed  to  theologize,  and  are  for  the  most 
part  simply  confused  by  the  accounts  of  God  which  they 
receive.  Many  of  the  less  bright  of  these  small  minds  may 
rem.ain  untroubled  by  the  incongruities  lurking  in  the  mix- 
ture of  ideas,  half  mythological  or  poetical,  half  theological, 
which  is  thus  introduced.  Such  children  are  no  worse  than 
many  adults,  who  have  a  wonderful  power  of  entertaining 
contradictory  ideas  by  keeping  them  safely  apart  in  separate 
chambers  of  their  brain.  The  intelligent,  thoughtful  child, 
on  the  other  hand,  tries  at  least  to  reconcile  and  to  com- 
bine in  an  intelligible  whole.  His  mind  has  not,  like  that 
of  so  many  adults,  become  habituated  to  the  water-tight 
compartment  arrangement,  in  which  there  is  no  possibility 
of  a  leakage  of  ideas  from  one  group  into  another.  Hence 
his  puzzlings,  his  questionings,  his  brave  attempts  to  reduce 
the  chaos  to  order.  I  think  it  is  about  time  to  ask  whether 
parents  are  doing  wisely  in  thus  adding  to  the  perplexing 
problems  of  early  days."' 

The  dominant  literary  interest  of  young  chil- 
dren is  in  fairy-tales  and  folk-lore  stories  and  in 
stories  of  this  type.  With  the  majority  of  chil- 
dren this  interest  lasts  until  "ten  years  of  age, 
when  it  rapidly  declines,  almost  to  extinction  by 
the  thirteenth  year,  with  a  possible  rejuvenation 
later  from  another  standpoint."  ^^^ 

The  mental  powers  during  the  period. —  The 

'^  op.  cit.,  p.  132.  . 

^^  Ellis,  Pedagogical  Seminary,  Vol.  V,  p.   174. 


44  Bible-School  Curriculum 

perceptive  powers  are  the  earliest  to  develop. 
Young  children  are  interested  in  perceptions — 
what  they  see,  hear,  feel,  taste,  etc.  —  rather  than 
in  conceptions  concerning  the  qualities,  relations, 
classification,  meaning,  etc.,  of  all  these  images  of 
the  senses.  In  attempting  to  understand  thoughts 
presented  to  them,  they  translate  everything,  so 
far  as  possible,  into  terms  of  sense-experience,  and 
their  ability  to  understand  these  thoughts  when 
presented  is  largely  dependent  upon  the  develop- 
ment of  their  perceptive  powers  and  the  extent  of 
their  sense-ideas. 

The  memory  is  active,  but  it  is  a  memory  for 
things  and  concrete  facts.  Imagination,  as  has 
already  been  said,  is  also  strongly  active,  but  it  is 
crude  and  undeveloped,  needing  the  support  of 
the  perceptive  powers. 

The  thought-powers  are  comparatively  unde- 
veloped. Professor  Earl  Barnes  says  that  one  of 
the  marked  characteristics  of  the  young  untrained 
mind  is  that 

It  thinks  in  bits,  pieces,  fragments.  Lacking  continuity,  it 
is  easily  played  upon  by  suggestion,  and  goes  off  along  lines 
of  associated  ideas.  If  one  could  have  a  map  of  the  ground 
over  which  the  mind  of  an  ordinary  ten-year-old  child 
travels  during  the  forenoon  in  school,  it  would  be  at  many 
points  of  the  course  miles  away  from  the  route  laid  down 
by  the  curriculum  and  traveled  over  by  the  teacher.^'' 

This  is  perhaps  even  more  true  of  the  very  young 

"  Studies  in  Education,  Vol.  I,  p.  264. 


The  Kindergarten  Child  45 

child  in  the  Bible  school  session.  During  this 
period,  then,  the  teacher,  while  not  neglecting  to 
lead  the  child-mind  to  a  definite  understanding  of 
definite  truths,  should  endeavor  to  teach  as  much 
as  possible  by  suggestion  on  the  one  hand,  and  by 
example  on  the  other. 

As  conscience  plays  but  a  small  role  in  con- 
nection with  moral  action  until  about  nine  years 
of  age,  and  little  then  until  thirteen  years  of  age, 
the  teacher  should  not  appeal  to  it  nor  rely  upon 
it  as  an  important  factor  in  her  w^ork. 

Some  conclusions  zvith  reference  to  a  course 
of  study  for  the  child  from  four  to  six  years  of 
age. —  The  foregoing  presentation  of  some  of  the 
characteristics,  powers,  and  interests  of  the  young 
child,  together  with  the  fact  that  the  earliest 
ideas  which  he  gets  of  God  ordinarily  center  in 
His  creative  activity,  the  child  envisaging  God 
as  a  great  being,  somewhat  of  an  enlarged  father, 
who  is  the  great  world-worker,  capable  of  doing 
all  things,  seem  to  call  for  the  presentation  to  the 
child  during  the  first  two  years  of  Bible-school 
instruction  (f.  e.,  from  four  to  six  years  of  age) 
of  the  creative  aspect  of  God's  nature.  This  is  the 
simplest  and  most  easily  grasped  aspect  of  God's 
nature,  which  in  itself  would  indicate  its  adapt- 
ability to  the  child.  Caird  says  in  his  Funda- 
mental Ideas  of  Christianity  ^^  that 

^Wo\.  I,  pp.  56,  57. 


46  Bible-School  Curriculum 

The  conceptions  of  natural  theology,  the  idea  of  God  as  the 
Creator,  Preserver,  Moral  Governor,  of  the  world,  and  of 
the  attributes  of  power,  wisdom,  goodness,  and  so  on,  with 
which  he  is  invested,  do  not  seem  foreign  to  our  intel- 
ligence, for  they  are  based  on  human  analogies,  and  even 
where  they  transcend  all  finite  parallels  they  can  be  repre- 
sented to  our  minds  as  only  an  indefinite  extension  of 
human  qualities.  Ordinary  thought,  in  other  words,  finds 
no  impossibility  in  representing  to  itself  a  personality  who 
is  simply  a  magnified  man. 

The  child  should  be  brought  into  touch  with 
nature  at  first  hand  where  possible,  God  as  seen 
in  his  works  being  the  guiding  thought  for  the 
teacher  in  the  presentation  of  the  lesson  material. 
Nature  should  be  presented  directly  as  the  handi- 
work of  God,  without  any  of  the  sentimentalism 
so  often  associated  with  nature-study.  "In  the 
beginning  God  created  the  heavens  and  the 
earth."  "The  heavens  declare  the  glory  of  God 
and  the  firmament  sheweth  his  handiwork."  As 
then,  so  now,  the  world  of  things  is  first,  and  "  in 
the  beginning"  of  the  child's  religious  develop- 
ment the  "heavens  and  the  earth"  are  the  ele- 
ments which  first  appeal  to  him,  and  through 
which  he  can  get  his  first  glimpse  of  the  Creator, 
of  the  "  glory  of  God."  If  through  the  use  of  this 
nature  material  we  can  impress  the  child  with 
somewhat  of  a  sense  of  God's  power,  wisdom, 
love,  and  rule,  he  will  just  as  surely  react  with 
reverence,  trust,  love,  and  obedience  as  will  his 


The  Kindergarten  Child  47 

brain  react  light  when  the  optic  nerve  is  stimu- 
lated, or  sound  when  the  auditory  nerve  is  excited. 
An  outline  of  a  suggested  course  of  study  is 
given  in  the  next  chapter.  In  Grade  A  the  child 
is  shown  the  love  of  God  in  providing  for  all 
the  needs  of  all  his  creatures,  and  in  Grade  B  he 
is  shown  that  all  things  are  co-operating  with 
God  in  this  work  of  providence.  The  purpose  of 
the  two-year  course  will  have  been  accomplished 
if  the  children  receive  the  idea  that  God  is  a  God 
of  power,  wisdom,  and  love,  and  if  a  desire  is 
created  in  them  to  co-operate  with  God,  to  become 
"  workers  together  with  him.'' 


CHAPTER   II 

A  COURSE  OF  STUDY  FOR  THE  KINDERGARTEN 
GRADES 

GENERAL  SUBJECT:    GOD  THE  WORKMAN  —  THE  CREATOR  —  AND 
HIS  WORKS 

§  I.  OUTLINE  OF  THE  COURSE  FOR  GRADE  A 

GRADE    SUBJECT  :     GOD   THE    CREATOR    PROVIDING   ALL    THINGS    FOR 
ALL  HIS   CREATURES 

Topic  1 — Creating. 

The  creation  story : 

1.  The  great  round  ball  on  which  we  live. 

2.  The  coming  of  plants,  trees,  and  flowers. 

3.  The  coming  of  fishes,  birds,  and  animals. 

4.  The  coming  of  man. 

5.  Review. 

Topic  2 — Providing  food  for  all. 

6.  For  the  trees  and  plants. 

7.  For  the  anim^als  of  field  and  forest. 

8.  For  the  birds  of  the  air. 

9.  Food  for  us. 
ID.  Food  for  us. 

11.  Our  beautiful  land  of  plenty. 

12.  Review. 

Topic  3 — Providing  drink  for  all. 

13.  The  story  of  the  rain  clouds. 

14.  The  story  of  the  spring. 

15.  The  story  of  the  well. 

16.  The  story  of  the  mountain    stream. 

17.  Review. 

48 


Kindergarten  Course  of  Study   49 

Topic  4 — Providing  clothing  for  all. 

18.  Feather  clothing  —  for  the  birds. 

19.  Fur  clothing  —  for  the  rabbit. 

20.  Hair  clothing — for  the  dog. 

21.  Children's  winter  clothing  —  wool. 

22.  Children's  summer  clothing  —  cotton. 

23.  Review. 

24.  Thanksgiving  for  these  things  —  food,  drink,  clothing. 

Topic  5 —  Providing  shelter  for  all. 

25.  Homes  in  the  earth  —  fox  or  rabbit. 

26.  Homes  in  the  water  —  beaver  or  muskrat. 

27.  Homes  in  the  trees  —  birds. 

28.  Homes  for  us. 

29.  Homes  for  us. 

30.  Review. 

Topic  6 — Providing  rest  for  all. 

31.  The  winter  rest  of  the  earth. 

32.  The  winter  rest  of  the  trees. 
2Z-  The  winter  rest  of  the  animals. 

34.  Reviezv. 

35.  The  nightly  rest  of  birds  and  animals. 

36.  The  nightly  rest  of  the  workman. 
^7.  The  nightly  rest  of  children. 

38.  Review. 

39  The  beginning  of  the  sabbath  rest. 

40.  Jesus  teaching  about  the  sabbath  rest. 

41.  Our  sabbath  rest. 

42.  Review. 

Topic  7 — Providing  pleasure  for  all. 

43.  Pleasure  through  light. 

44.  Pleasure  through  color. 

45.  Pleasure  through  music. 


50  Bible-School  Curriculum 

46.  Pleasure  through  activity. 

47.  Review. 

48.  Thanksgiving      for      these      things  —  shelter,      rest, 
pleasure. 

Special  Lessons. 

49.  Preparation  for  the  Christmas  lesson. 

50.  The  Christmas  lesson  (in  its  proper  place). 

51.  Preparation  for  the  Easter  lesson. 

52.  The  Easter  lesson  (in  its  proper  place). 


§  2.    SUGGESTIVE  LESSON  PLANS  FOR  GRADE  A 
(Lessons  6-8) 
Lesson  6 
god  providing  food  for  trees  and  plants 
Lesson  Material. 
For  story:    Gould,  Mother  Nature's  Children,  pp.  81-88; 
also  see  the  story  outline  below,  "  God  Providing  Food 
for  the  Trees  and  Plants." 
For  study:    Ps.  104: 10,  13,  14,  16,  24;   Dana,  Plants  and 
Their  Children;    Allen,  The  Story  of  the  Plants,  in 
Appieton's    "  Library    of    Useful    Stories ; "    Buckley, 
Fairy  Land  of  Science,   Lecture  VII;    Chase,   Plant 
Babies  and  Their  Cradles,  and  Buds,  Stems  and  Roots. 

Illustrative  Material  and  Suggestions. 
Objects:     Growing  plants  and  grasses  with  well-defined 

roots.     A  maple  or  oak  which  has  just  started. 
Pictures:     The  following  Mumford  pictures:     "Forest 

Trees,"  "Liberty  Roses,"  and  "Easter  Lily." 
Literature:      Use    the    following    verses,    "Waiting    to 

Grow,"  by  Amanda  Turner  in  Kindergarten  Magazine: 


Kindergarten  Course  of  Study   51 

Think  what  z.  host  of  queer  little  seeds, 
Soon  to  make  flowers  and  mosses  and  weeds, 
Are  under  the  leaves  and  the  ice  and  the  snow, 
Waiting,  waiting  to  grow. 

Think  of  the  roots  getting  ready  to  sprout, 
Reaching  their  slender,  brown  fingers  about, 
Under  the  leaves  and  the  ice  and  the  snow, 
Waiting,  waiting  to  grow. 

Nothing's  so  small,  or  hidden  so  well, 
That  God  cannot  find  it  and  presently  tell 
His  sun  where  to  shine,  and  his  rain  where  to  go. 
Helping,  helping  them  grow. 

Memor}^  verse  printed  on  slips  of  paper  for  distribution. 

Observation :  Ask  the  children  to  plant  some  grass  seed 
in  a  small  box  of  good  soil,  keep  the  box  w^here  it  can 
get  the  sunshine,  water  it  well,  and  when  the  little  seeds 
begin  to  grow,  tell  them  to  pull  up  some  of  the  blades 
and  see  the  little  rootlets.  Or  they  can  put  a  bulb  in 
a  glass  part  full  of  water  and  watch  the  roots  form 
and  grow. 

Lesson  Treatment. 

Connecting  links :  Review  very  briefly  the  lessons  about 
the  Creation  Story.  We  have  learned  about  the  creat- 
ing of  the  world,  the  trees  and  the  flowers,  the  fish  of 
the  sea,  the  animals  of  the  field,  the  birds  of  the  air, 
and  finally  of  man  himself.  For  the  next  few  Sun- 
days we  are  to  learn  about  how  God  in  his  love  and 
wisdom  provides  abundant  food  for  all  of  his  creatures 
upon  this  "big  round  ball  on  which  we  live." 

Preparation :  Question  the  children  about  what  they 
need  to  make  them  grow  tall  and  strong.  Sunshine, 
and  pure  air,  and  exercise.  Yes,  all  of  these  and 
plenty   of  —  good   food.      Nothing   can   grow   without 


52  Bible-School  Curriculum 

food.    Today  our  story  will  tell  us  how  God  provides 
food  for  the  tiees  and  plants,  and  what  they  do  to  get 
this  food. 
Presentation:     Present  the  story  matter  in  the  following 
detail : 

1.  The  food  in  the  earth. 

o)  The  food  stored  away  in  the  rocks  and  hills. 

b)  The  crumbling  rocks  make  soil. 

c)  The  seeds  are  planted  in  this  soil. 

d)  The  rain  prepares  the  food  for  the  plants. 

2.  The  food  in  the  air. 

a)  Some  food  the  plants  need  is  not  in  the  soil. 

b)  This  food  is  stored  away  in  the  air. 

c)  The  winds  blow  the  air  about  so  all  can  get  this 
food. 

3.  The  plant  seeking  food  from  the  earth. 

a)  The  sun  and  rain  awaken  the  plant  to  life. 

b)  It  begins  to  send  out  tiny  roots. 

c)  These  go  in  all  directions  seeking  the  food  in 
the  earth. 

d)  These  rootlets  are  little  mouths  which  drink  in 
the  liquid  food  they  find  in  the  earth. 

4.  The  plant  seeking  food  from  the  air. 

a)  The  seed  sends  out  roots  into  the  earth;   it  also 
sends  out  stems  and  leaves  into  the  air. 

b)  These  leaves  act  like  lungs  and  breathe  in  food 
which  they  find  in  the  air. 

c)  The  wind  constantly  changes  the  air  and  brings 
more  food. 

Suggestions  for  developing  the  story  and  using  the  illus- 
trative material:  Begin  the  story  by  referring  to  the 
previous  topic,  the  Story  of  Creation.  God  knew  that 
all  living  things  would  need  food,  so  when  he  made 
the  world  he  stored  away  an  abundance  of  food  for 


Kindergarten  Course  of  Study   53 

every  living  thing.  In  telling  about  the  rocks  crumb- 
ling and  making  soil,  speak  of  the  combined  action  of 
water  and  frost;  perhaps  some  of  the  children  have 
had  .some  experiences  with  pitchers  of  water  or  milk 
which  have  been  broken  by  being  frozen.  The  rain 
preparing  the  food  —  dissolving  the  mineral  food  sub- 
stances —  may  be  made  clear  by  dissolving  a  little 
sugar  in  water.  When  the  story  of  the  plant  seeking 
food  in  the  earth  and  air  is  told,  show  to  the  children 
the  roots  and  leaves  of  the  plants  which  have  been 
prepared,  calling  attention  to  the  great  number  of  these 
roots  and  leaves  and  to  the  way  in  which  they  go  out 
in  all  directions  in  their  search  for  food  in  the  earth 
and  air.  Show  the  pictures,  and  give  the  class  the 
thought  that  the  strength  and  size  of  the  trees,  and  the 
beauty  and  fragrance  of  the  flowers,  are  made  pos- 
sible because  God  has  provided  an  abundance  of  the 
right  kind  of  food  for  them.  Ask  the  children  a  few 
simple  questions,  the  answers  to  which  shall  express 
the  main  elements  of  the  story,  and  encourage  the 
children  to  talk  freely  about  what  they  have  learned. 
Then  repeat  to  the  class  the  verses  "  Waiting  to 
Grow ;  "  arid  finally  give  the  memory  verse  and  have 
the  class  repeat  it,  but  do  not  try  to  have  it  com- 
mitted to  memory  at  this  time. 

Desired  Results. 
An  impression  of  the  wisdom  of  God :  he  knows  just 
what  the  trees  and  plants  need ;  and  of  the  love  of  God : 
he  provides  abundantly  for  all  their  needs.  An  impres- 
sion of  the  thoughtfulness  of  God  for  all  of  his  creatures : 
he  never  forgets  their  needs,  not  even  those  of  the  trees 
and  the  plants.  The  associating  in  the  child's  mind  of 
God  with  all  natural  phenomena. 


54  Bible-School  Curriculum 

Memory  Verse. 

"Your  heavenly  Father  feedeth  them"   (Matt.  6:26). 

Home  Work. 

Pasting  into  the  album  the  pictures,  together  with  the 
slips  containing  the  memory  verse  and  the  verses  "  Wait- 
ing to  Grow."  Review  of  the  lesson  story  by  the  parents. 
Reading  to  the  child  the  verses  "  Waiting  to  Grow." 
Helping  the  child  to  commit  to  memory  the  memory 
verse.     Observation  work  as  suggested. 

Lesson  7 
god  providing  food  for  the  animals  of  field  and  forest 

Lesson  Material. 

For  story :   A  portion  of  the  story  "  Ready  for  Winter," 

found  in  Palmer's  One  Year  of  Sunday  School  Lessons 

for   Young   Children,  pp.    159-63 ;    also   see  the   story 

outline  below,  "  God  Providing  Food  for  the  Animals 

of  Field  and  Forest." 
For  study:     Pss.  104:10-22;    147:7-9;    Gen.   i:ii,  12, 

30;     Gould,    Mother   Nature's    Children,   pp.    185-92; 

Burroughs,  Squirrels  and  Other  Fur  Bearers;    Miller, 

Little  Folks  in  Feather  and  Fur. 

Illustrative  Material  and  Suggestions. 

Objects:    Grass,  corn,  grain,  and  various  kinds  of  nuts. 

Pictures :  The  following  Mumford  pictures :  "  The 
Cow,"  No.  487;  "The  Horse,"  No.  494;  "Brittany," 
No.  342;  and  "The  Fox  Squirrel,"  No.  179;  also 
"  Piper  and  Nutcrackers,"  Landseer ;  "  Little  Free- 
hold,'' Carter. 

Blackboard:  At  the  left  of  the  board  sketch  a  bit  of 
growing  grass,  some  grain,  a  few  stalks  of  corn,  and 


Kindergarten  Course  of  Study   55 

the  outline  of  a  barn;    at  the  right,  an  oak  tree  with 
acorns  on  the  ground  beneath,  and  a  tree  stump  with 
an  oper.ing  into  the  hollow  within. 
Literature:     Use   the    following   verses    from    Gaynor's 
Songs  of  the  Child  World: 
Child: 

"  O  busy  squirrel  with  shining  eyes, 
And  bushy  tail  so  round, 
Why  do  you  gather  all  the  nuts 
Which  fall  upon  the  ground  ?  " 

Squirrel : 

"  I  must  prepare  for  winter's  cold, 
My  harvest  I  must  reap ; 
For  when  Jack  Frost  the   forest  claims. 
Within  my  hole  I  keep." 

Also   the    following   verses    from    Smith's    Songs   for 
Little  Children: 

We  plow  the  fields  and  scatter 

The  good  seed  o'er  the  land, 
But  it  is  fed  and  water'd 
By  God's  almighty  hand. 

He  sends  the  snow  in  winter. 
The  warmth  to  swell  the  grain, 

The  breezes  and  the  sunshine, 
And  sweet  refreshing  rain. 

Memory  verse  printed  on  slips  of  paper  for  distribution. 

Observation :    Ask  the  children,  during  the  week,  to  find 
out  about  the  kinds  of  food  which  other  animals  use. 
What  does  the  dog  eat?    The  cat?    etc. 
Lesson  Treatment. 

Connecting  links :  Review  briefly  the  last  lesson.  Ques- 
tion the  children  about  their  observation  work.  We 
have  learned  about  how  God  provides  abundantly  for 


56  Bible-School  Curriculum 

the  trees  and  plants,  and  today  we  are  to  learn  how 
he  cares  for  the  animals  of  the  fields  and  forests. 

Preparation :  Question  the  children  about  the  horse. 
What  does  he  do  for  us?  And  what  does  he  need  to 
make  him  strong  to  work?  Question  about  the  cow. 
What  does  the  cow  do  for  us?  And  what  must  she 
have  that  she  may  do  this?  Have  you  ever  seen  the 
squirrels  in  the  trees,  or  the  chipmunks  running  along 
the  fence?  They  must  have  had  good  food  and  plenty 
of  it,  else  they  would  not  be  so  lively.  Today  our 
story  will  tell  us  about  the  food  which  God  provides 
for  the  animals,  and  how  they  are  cared  for  all  the 
year  around. 

Presentation:  Present  the  story  matter  in  the  following 
detail : 

1.  Food  for  the  horses  and  cattle. 

o)   Summer  food  —  grass  of  the  fields, 
(i)  The  sun  awakens  the  seeds  to  life. 

(2)  The  rain  helps  them  to  grow. 

(3)  They  keep  on  growing  until  winter. 
b)  Winter  food  —  hay,  corn,  grain. 

(i)  The  farmer  sows  the  seed. 

(2)  God  sends  his  sunshine  and  rain. 

(3)  At  harvest  time  all  is  stored  away  in  the 
great  barns. 

2.  Food  for  the  squirrels  and  their  friends. 

a)  Daily  gathering  of  summer  food. 

(i)   Many  kinds  of  nuts  from  the  forest. 

(2)  Corn  and  grain  from  the  fields. 

(3)  Grass  seed  from  the  meadow. 

b)  The  storing  of  food  for  winter. 

(i)  The  autumn  the  squirrels'  busy  time. 

(2)  They  prepare  their  storerooms  for  the  food. 


Kindergarten  Course  of  Study   57 

(3)  They  gather  the  food  from  forest  and  field 
and  carry  it  home  in  their  "  cheek  pockets." 

(4)  They  store  away  an  abundance  of  nuts  and 
grain. 

(5)  When  winter  comes  they  have  plenty  to  eat. 

Suggestions  for  developing  the  story  and  using  the 
illustrative  material:  As  the  first  part  of  the  story  is 
told,  sketch  the  blackboard  scenes  in  their  order  —  the 
grass,  grain,  corn,  and  barn.  Show  the  pictures  of  the 
horse  and  the  cows.  In  the  second  part  of  the  story 
sketch  the  other  parts  of  the  blackboard  scenes,  and 
use  the  three  pictures  of  the  squirrels.  In  both  parts 
the  blackboard  work  must  develop  with  the  story.  Let 
the  children  examine  the  pictures  and  encourage  them 
to  talk  about  them.  Ask  the  class  a  few  simple  ques- 
tions, the  answers  to  which  shall  express  the  main 
elements  of  the  story.  In  connection  with  these  ques- 
tions use  the  objects  which  have  been  prepared.  Then 
repeat  to  the  class  the  selected  verses ;  and  finally  ask 
the  children  to  repeat  the  memory  verse  learned  last 
Sunday,  which  is  also  the  memory  verse  for  today's 
lesson. 

Desired  Results. 
A  deepening  of  the  impression  of  the  wisdom  and  love 
of  God  in  providing  an  abundance  of  the  right  kind  of 
food  for  the  animals  of  field  and  forest.  Also  a  deepen- 
ing of  the  impression  of  the  thoughtfulness  of  God  in 
remembering  his  creatures  at  all  times,  in  winter  as  well 
as  in  summer.  The  awakening  of  a  feeling  of  gratitude 
to  God  for  his  goodness  (this  developed  in  Lessons  Q-ii). 

Memory  Verse. 

"Your  heavenly  Father  feedeth  them"   (Matt.  6:26). 


58  Bible-School  Curriculum 

Home  Work. 

Pasting  into  the  album  the  pictures  "  Brittany  "  and  "  The 
Fox  Squirrel,"  together  with  the  slips  containing  the 
memory  verse  and  the  verses  about  the  squirrels  and  the 
plowman.  Review  of  the  lesson  story  by  the  parents. 
Reading  to  the  child  the  selected  verses.  Helping  the 
child  to  commit  thoroughly  to  memory  the  memory 
verse.    Observation  work  as  suggested. 

Lesson  8 
god  providing  food  for  the  birds  of  the  air 
Lesson  Material. 

For  story:  Gould,  Mother  Nature's  Children,  pp.  S7"64l 
also  see  the  story  outline  below,  "  God  Providing  Food 
for  the  Birds  of  the  Air." 

For  study:  Merriam,  Birds  through  an  Opera-Glass; 
Burroughs,  Birds  and  Bees;  Buckley,  Winners  in 
Life's  Race,  chaps,  vi-vii ;  Longfellow,  "The  Birds 
of  Killingworth." 

Illustrative  Material  and  Suggestions. 

Pictures:  The  following  Mumford  pictures:  "The 
Robin,"  No.  16;  "The  Humming  Bird,"  No.  212; 
"The  Woodpecker,"  No.  521;  "Sea-Gulls,"  No.  185; 
and  "  The  Crow,"  No.  26. 

Literature :  Use  the  following  verses :  "  Lisa  and  the 
Birds,"  adapted  from  the  Norwegian  by  Emilie  Pouls- 
son,  from  In  the  Child's  World,  pp.  13,  14: 

"  Tell  me,"  said  little  Lisa, 

The  pretty  child  so  sweet, 
"  Where  do  you  tiny  birdies 

Find  all  you  need  to  eat  ?  " 


Kindergarten  Course  of  Study    59 

The  little  birds  in  answer 

Sang  cheerily  :    "  We  know  ! 
For  us  a  dainty  table 

Is  spread  where'er  we  go  ; 
The  good  brown  earth,  so  kindly, 

Has  scarce  a  single  plant 
Which    will    not    feast    the    birdies 

When  seeds  or  fruits  they  want." 

Then  said  the  loving  Lisa  : 

"  When  winter  cold  is  here 
And  everything  is  frozen, 

Oh,  you  will  starve,  I  fear !  " 
Again  the  birds  chirped  gaily : 

"  O  little  maiden  kind. 
We  fly  to  lands  of  sunshine. 

Where  summer  joys  we  find. 
And  for  the  birds  who  stay  here, 

Ev'n  when  cold  winter  comes, 
Some  child  as   sweet  as  you,  dear, 

Will  surely  scatter  crumbs." 

Memory  verse  printed  on  slips  of  paper  for  distribution. 
Observation:      Ask    the    children,    during   the   week,  to 

watch  the  birds,  and  to  find  out  all  they  can  about  the 

different  kinds  of  food  the  birds  eat. 

Lesson  Treatment. 

Connecting  links :  Briefly  review  the  last  lesson.  Ques- 
tion the  children  about  their  observation  work.  We 
have  learned  about  how  God  provides  food  for  the 
plants  and  trees,  and  for  the  animals  of  the  fields  and 
forests,  and  today  we  are  to  learn  about  how  he  cares 
for  the  birds  of  the  air. 

Preparation :  Question  the  children  about  the  birds. 
What  kinds  have  they  seen?  Where  have  they  seen 
them?    What  have  they  been  doing?     Have  they  ever 


6o  Bible-School  Curriculum 

seen  them  searching  for  food?  Where?  What  do 
they  find?  Today  our  story  will  tell  us  about  how 
God  cares  for  the  many  kinds  of  birds,  providing  plenty 
of  just  the  right  kind  of  food  for  each  one. 
Presentation :  Present  the  story  matter  in  the  following 
detail : 

1.  Food  from  the  sea. 

a)  The  abundance  of  fish  in  the  sea. 

b)  The  sea-gulls   and  other  birds   find   their   food 
there. 

(i)  They  live  near  the  sea. 

(2)  They  have  strong  wings. 

(3)  They  are  expert  fishers. 

2.  Food  from  the  earth. 

a)  The  robins  find  worms  in  the  earth. 

b)  The  woodpeckers  find  insects  in  the  tree  trunks. 

c)  The  humming-birds  find  honey  in  flowers. 

(i)  The  honey  hidden  away  in  the  bottom  of 
the  flower. 

(2)  The  humming-bird  has  a  long,  slender  bill 
to  reach  the  honey. 

(3)  In  addition  to  this  he  has  a  long,  slender 
tongue. 

d)  Many  birds  find  abundance  of  food  in  the  seeds 
of  plants. 

e)  Corn,  grain,  and  all  kinds  of  fruit  also  provide 
the  birds  with  food. 

3.  Food  from  the  air. 

o)  The  air  is  full  of  insect  life. 

b)  The  swift-flying  swallows  find  their  food  here. 

Suggestions  for  developing  the  story  and  using  the  illus- 
trative material:  As  each  part  of  the  story  is  given, 
show  the  picture  of  the  bird  told  about.    Encourage  the 


Kindergarten  Course  of  Study   6i 

children  to  question  freely,  and  to  tell  the  class  if  they 
have  noticed  anything  about  the  birds  feeding.  The 
sparrow,  robin,  and  other  birds  feeding  is  such  a  com- 
mon sight  that  even  little  children  have  probably 
noticed  it.  Ask  the  class  a  few  simple  questions,  the 
answers  to  which  shall  express  the  main  elements  of 
the  story.  Repeat  to  the  class  the  verses  about  "  Lisa 
and  the  Birds,"  and  then  question  the  children  as  to 
what  they  have  learned  about  the  food  provided  for 
the  trees  and  plants,  for  the  animals,  and  for  the  birds. 
Who  provides  all  this  food?  Have  the  class  repeat 
the  memory  verse  several  times  to  make  sure  that  the 
thought  of  the  verse  has  been  associated  with  the  les- 
sons already  given. 

Desired  Results. 
God's  wisdom  and  love  in  providing  an  abundance  of  the 
right  kind  of  food  for  all  of  his  creatures  now  clearly 
seen.  The  impression  of  the  thoughtfulness  of  God  in 
remembering  all  of  his  creatures  all  the  time  now  a 
matter  of  knowledge  and  belief.  The  strengthening  of 
the  awakened  feeling  of  gratitude  to  God  for  all  of  his 
goodness. 

Memory  Verse. 
"Your  heavenly  Father  feedeth  them"   (Matt.  6:26). 

Home  Work. 

Pasting  into  the  album  the  selected  picture  (let  the  chil- 
dren select  from  the  number  suggested  above),  together 
with  the  slips  containing  the  memory  verse  and  the 
verses  about  "  Lisa  and  the  Birds."  Review  of  the  lesson 
story  by  the  parents.  Reading  to  the  child  the  verses 
"  Lisa  and  the  Birds."  A  further  drill  upon  the  memory 
verse.     Observation  work  as  suggested. 


62  Bible-School  Curriculum 


§  3.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  A 

A.     REFERENCE    READING    FOR  THE   TEACHER 

Allen,  The  Story  of  the  Plants  (D.  Appleton  &  Co.,  New  York), 
Beard,  Curious  Homes  and  Their  Tenants  (D.  Appleton  &  Co., 

New  York). 
Buckley,  Fairy  Land  of  Science,  Life  and  Her  Children,  and 

Winners  in  Life's  Race  (D,  Appleton  &  Co.,  New  York). 
Burroughs,   Squirrels  and   Other  Fur-Bearers,  and  Birds  and 

Bees  (Houghton,  Mifflin  &  Co.,  Boston). 
Dana,  Plants  and  Their  Children   (American  Book  Co.,   New 

York). 
Gould,  Mother  Nature's  Children  (Ginn  &  Co.,  Boston). 
Kelly,  Leaves  from  Mother  Nature's  Story  Book  (Educational 

Publishing  Co.,  Boston). 
Merriam,  Birds  through  an  Opera-Glass  (Houghton,  Mifflin  & 

Co.,  Boston). 
Miller,  Little  Folks  in  Feather  and  Fur  (E.  P.  Dutton  &  Co., 

New  York). 
Seeley,    The   Story   of   the  Earth    (D.    Appleton   &   Co.,    New 

York). 
Shaler,  Outlines  of  the  Earth's  History   (D.  Appleton  &  Co., 

New  York). 
Warren,  From  September  to  June  with  Nature  (D.  C.  Heath  & 

Co.,  Boston). 
Wilkinson,  The  Story  of  the  Cotton  Plant  (D.  Appleton  &  Co., 

New  York). 
The    magazine    Birds    and    All    Nature    (A.    W.    Mumford, 

Chicago). 

B.      SUPPLEMENTAL    READING    FOR    THE    PUPIL 

(Containing   story   material   to   be   read   to   the   pupils   by   the 

parents) 
Andrews,  Stories  Mother  Nature  Told  Her  Children  (Ginn  & 

Co.,  Boston). 
Bass,  Stories  of  Plant  Life  (D.  C.  Heath  &  Co.,  Boston). 


Kindergarten  Course  of  Study   63 

Booth,  Sleepy  Time  Stories  (G.  P.  Putnam's  Sons,  New  York). 
Grid,  Glimpses  of  Nature  for  Little  Folks  (D,  C.  Heath  &  Co., 
Boston). 

Lindsay,    Mother    Stories    (Milton    Bradley    Co.,    Springfield, 
Mass.). 

McCuIlough,  Little  Stories  for  Little  People  (American  Book 

Co.,  New  York). 
Winnington,  The  Outlook  Story  Book  for  Little  People  (The 

Outlook  Co.,  New  York). 

C.     SONG   MATERIAL   FOR   GRADES   A   AND   B 

Gaynor,  Songs  of  the  Child  World  (The  John  Church  Co.,  New 
York). 

Hailmann,  Songs,   Games  and  Rhymes   (Milton   Bradley  Co., 

Springfield,  Mass.). 
Hill,  Song  Stories  for  the  Kindergarten   (Clayton   F.   Summy 

Co.,  Chicago). 
Jenks  and  Rust,  Song  Echoes  from  Child  Land  (Oliver  Ditson 

Co.,  Boston). 
Knowltoh,  Nature  Songs  for  Children   (Milton   Bradley   Co., 

Springfield,  Mass.). 
Mills   and   Merriam,   Nature   Songs   and   Stories    (The   Terry 

Engraving  Co.,  Columbus,  O.). 
Smith,    Songs   for   Little   Children,    Parts    I    and    II    (Milton 

Bradley  Co.,   Springfield,  Mass.). 
Walker  and  Jenks,  Songs  and  Games  for  Little  Ones  (Oliver 

Ditson  Co.,  Boston). 

Note. —  In  this  and  the  following  lists  of  books  for  teachers, 
only  a  few  of  general  interest  are  suggested.  Most  of  these, 
however,  give  condensed  bibliographies  of  the  subject  of  which 
they  treat,  thus  enabling  the  teacher  to  study  a  subject  as 
thoroughly  as  desired. 


64  Bible-School  Curriculum 

i  4.     OUTLINE  OF  THE  COURSE  FOR  GRADE  B 

GRADE   SUBJECT  :    ALL   NATURE  WORKING  TOGETHER  WITH   GOD   THE 
CREATOR 

Topic  I — The  sun. 

The  story  of  a  sunbeam: 

1.  Giving  light. 

2.  Giving  warmth. 

3.  Giving  life. 

4.  Review. 

Topic  2 — The  rain. 

The  story  of  the  rain: 

5.  Refreshing  the  flowers. 

6.  Refreshing  the  animals. 

7.  Cooling  the  air. 

8.  Review. 

Topic  3 — The  wind. 

The  story  of  the  wind: 

9.  Scattering  the  seed. 

10.  Carrying  the  rain  clouds. 

11.  Changing  the  air. 

12.  Helping  man. 

13.  Review. 

Topic  4 — The  seasons. 

14.  The  story  of  the  spring  — waking  time. 

15.  The  story  of  the  summer  —  growing  time. 

16.  The  story  of  the  autumn  —  harvest  time. 

17.  The  story  of  the  winter  —  resting  time. 

18.  Review. 


Kindergarten  Course  of  Study   65 

Topic  5 — The  insects. 
The  story  of  the  ants : 

19.  Their  home  life. 

20.  Their  daily  work. 
The  story  of  the  bees: 

21.  Their  home  life. 
2.2.    Their  daily  work. 
22i.    Review. 

Topic  6 — The  birds. 

24.  The  story  of  the  bird's  nest. 

25.  The  story  of  the  birdlings. 

2.(i.   The  story  of  the  watchful  father. 

27.  The  story  of  the  first  lessons. 

28.  Review. 

Topic  7 — The  animals. 

29.  The  story  of  the  beavers  —  building  houses. 

30.  The  story  of  the  squirrels  —  laying  up  food. 

31.  The  story  of  the  deer  —  warning  of  danger. 

32.  The  story  of  the  horse  —  protecting  the  weak. 

33.  Review. 

Topic  8 — The  work  of  man. 

The  story  of  some  grains  of  wheat : 

34.  In  the  great  wheat  field. 

35.  In  the  flour  mill. 

The  story  of  some  drops  of  water: 

36.  In  the  rain  clouds. 

37.  Supplying  our  homes. 

38.  Review. 

The  story  of  the  forest  tree: 

39.  In  the  great  forest. 

40.  In  the  saw-mill. 


66  Bible-School  Curriculum 

The  story  of  a  piece  of  coal : 

41.  In  the  dark  mine. 

42.  In  the  factory  and  home. 

43.  Review. 

44.  The  story  of  a  bit  of  wool. 

45.  The  story  of  a  bit  of  cotton. 

46.  The  story  of  the  flowers. 

47.  The  story  of  a  picture. 

48.  The  story  of  a  song. 

49.  The  story  of  a  book. 

50.  Review. 

Special  Lessons. 

51.  The  Christmas  lesson  (in  its  proper  place). 

52.  The  Easter  lesson  (in  its  proper  place). 


§  5.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  B 

(Lessons  9-1 i) 

Lesson  9 

the  wind  scattering  the  seed 

Lesson  Material. 

For  story :    "  How  the  West  Wind  Helped  Dandelion," 

from  Poulsson's  In  the  Child's  World,  pp.  65  fl^. 
For  study:     Gould,  Mother  Nature's  Children,  pp.  121- 
28;    Morley,  Little  Wanderers;    Weed,  Seed  Travel- 
lers;  Beal,  Seed  Dispersal. 
Illustrative  Material  and  Suggestions. 

Objects:    Dandelion,  maple,  milkweed,  and  thistle  seeds. 
Picture :     "  Spring,"  Knaus. 

Blackboard:  As  the  story  is  developed,  sketch  the  pic- 
ture of  the  dandelions  with  the  wind  blowing  away 
the  seeds. 


Kindergarten  Course  of  Study   6"] 

Literature:  Use  the  following  verse,  adapted  from  the 
"  Weather  Vane ''  by  Laura  E.  Richards,  given  in 
Blow's  Songs  and  Music  of  Froebel's  Mother  Play. 

"  Pretty  seeds,  what  makes  you  fly, 
Now  here,  now  there,  now  low,  now  high  ?  " 
"  'Tis  the  wind  lifts  me ! 
'Tis  the  wind  drifts  me ! 
Tosses  me  in  merry  play, 
Here  and  there  and  every  way." 

Memory  verse  printed  on  slips  of  paper  for  distribution. 

Observation :  Ask  the  children  to  watch,  during  the 
week,  for  seeds  that  the  wind  can  scatter  about,  thus 
helping  God  to  make  the  world  beautiful. 

Lesson  Treatment. 

Connecting  links :  Review  the  lessons  about  the  Rain 
Helping.  Also  review  the  memory  verse  and  the  other 
verses  which  may  have  been  learned  in  connection  with 
the  lessons.  For  the  next  few  Sundays  we  are  to 
learn  about  another  helper  which  God  has  and  which 
we  have,  and  about  some  of  the  ways  in  which  this 
helper  helps. 
Preparation : 
General  for  the  section  : 

Question  the  children  about  the  wind.  It  cannot  be 
seen,  but  we  know  it  is  here  because  we  feel  it. 
Who  sends  the  wind?  What  does  it  do?  Our 
stories  for  the  next  few  Sundays  will  tell  us  of 
different  ways  in  which  the  wind  works  or  helps. 

Special  for  the  lesson: 
Question  the  children  about  garden  seeds.     If  one 
wants  flowers,  what  must  be  planted?     Who  plants 
the  seeds?    Where?    But  we  find  flowers  and  plants 
in  the  fields  and  in  the  woods,  not  alone  in  the  gar- 


68  Bible-School  Curriculum 

dens.     Do  they  come  from  seeds?     Do  these  seeds 
have  to  be  planted?     Yes,  and  we  shall  see  in  our 
story  today  how  this  is  done. 
Presentation :     Present  the  story  matter  in  the  following 
detail : 

1.  Dandelion  and  her  friends. 

a)  Field    friends  —  sun,    rain,    wind,    birds,    wild 
flowers. 

b)  Garden    friends  —  cultivated    flowers,    morning 
glory,  sweet  pea,  etc. 

2.  Dandelion  at  work,  making  seeds. 

3.  Dandelion  and  the  two  children. 

a)  Max  and  Nannie  gathering  seeds. 

b)  They  slight  Dandelion  in  the  gathering. 

c)  Dandelion's  questions. 

4.  Dandelion  and  the  friendly  wind. 

a)  Dandelion's  wish. 

b)  Dandelion's  wish  answered  by  the  wind. 

c)  Dandelion's  happiness. 

Suggestions  for  developing  the  story  and  using  the  illus- 
trative material :  Try  to  have  the  children  see  the 
four  pictures  as  suggested  by  the  story  outline.  As 
the  dandelion  and  her  field  friends  and  garden  friends 
are  described,  sketch  on  the  board  the  garden  with  the 
dandelion  prominent.  When  the  description  of  dande- 
lion at  work  making  seeds  is  given,  draw  the  seed 
balls;  and  when  the  work  of  the  west  wind  is  spoken 
of,  make  seeds  flying  from  the  balls  in  the  direction  of 
the  wind.  At  the  close  of  the  story  show  the  different 
seeds,  and  point  out  to  the  children  how  well  adapted 
the  seeds  are  to  being  carried  about  by  the  wind. 
Show  the  picture,  and  encourage  the  children  to  talk 
about  it.  Ask  the  children  a  few  simple  questions,  the 
answers  to  which  shall  express  the  main  elements  of 


Kindergarten  Course  of  Study   69 

the  story.     Then  repeat  to  the  class  the  verse  about  the 
"  Seeds  and  the  Wind,"  and  finally  give  the  memory 
verse  and  have  the  children  repeat  it,  but  do  not  try  to 
have  it  committed  to  memory  at  this  time. 
Desired  Results. 
The  impression  of  the  wind  as  another  one  of  God's 
helpers  helping  him  in  his  plans  by  scattering  the  seeds 
everywhere  to  make  the  world  beautiful,     A  deepening 
of  the  impression  that  everything  is  doing  something  to 
help,  and  a  strengthening  of  the  desire  on  the  part  of  the 
child  to  be  a  helper  in  whatever  way  he  can. 
Memory  Verse. 

"He  causeth  his   wind  to  blow"    (Ps.    147:18a). 
Home  Work. 

Pasting  into  the  album  the  selected  picture,  "  Spring," 
together  with  the  slips  containing  the  memory  verse  and 
the  verse  about  the  "  Seeds  and  the  Wind."  Review  of 
the  lesson  story  by  the  parents.  Reading  to  the  child  the 
verse  about  the  "  Seeds  and  the  Wind."  Helping  the 
child  to  commit  to  memory  the  memory  verse.  Observa- 
tion work  as  suggested. 

Lesson  10 
the  wind  carrying  the  rain  clouds 
Lesson  Material. 
For  story:    A  portion  of  the  story  (adapted)  "  Do  What 
You  Can,"  from  Poulsson's  In  the  Child's  World,  p. 
235 ;    see  the   story  outline   below,   "  How   the   Wind 
Helped  the  Farmer." 
For  study :    i  Kings  18 :  4i~46 ;   Gray,  Nature's  Miracles, 
Vol.   I,  pp.   60-87;    Buckley,  Fairy  Land  of  Science, 
Lectures  HI,  IV;    Eytinge,   "Story  of  the   Morning- 
Glory  Seed,"  in  the  Boston  Collection  of  Kindergarten 
Stories. 


70  Bible-School  Curriculum 

Illustrative  Material  and  Suggestions. 

Pictures  :  "  June  Clouds,"  Hunt ;  "  Landscape  with 
Mill/'  Ruisdael. 

Blackboard:  A  sketch  of  the  field,  the  growing  corn,  the 
gathering  clouds,  and  finally  the  welcome  rain.  A  very 
few  lines  with  the  crayons  will  suggest  the  various 
parts  of  the  picture;    the  simpler  the  sketch  the  better. 

Literature :  Use  the  following  verse  adapted  from  Robert 
Louis  Stevenson's  "  Wind  Song "  : 

O  wind  a-blowing  all  day  long ! 

0  wind  that  sings  so  loud  a  song ! 

1  saw  you  toss  the  kites  on  high, 
And  blow  the  clouds  about  the  sky, 
And  all  around  I  heard  you  pass 
Like  ladies'  skirts  across  the  grass. 
O  wind  a-blowing  all  day  long ! 

O  wind  that  sings  so  loud  a  song ! 

Memory  verse  printed  on  slips  of  paper  for  distribution. 
Observation :     Ask   the   children   to   watch,    during   the 
week,   for  the  wind  blowing  the  clouds  about.     Per- 
haps they  may  see  the  wind  blow  the  rain  clouds  across 
the  sky,  bringing  rain  to  them. 

Lesson  Treatment. 

Connecting  links :  Briefly  review  the  last  lesson.  Last 
Sunday  we  saw  one  way  in  which  the  wind  helps. 
Today  we  shall  learn  about  another  way  in  which  this 
helper  works. 

Preparation:  Question  the  children  about  plant  growth. 
After  the  seeds  are  planted,  what  is  needed  to  make 
them  grow?  Plenty  of  good  air?  And  sunshine?  Yes, 
and  something  else.  The  rain.  Yes,  and  our  story 
today  will  tell  us  how  the  wind  helps  to  bring  the  rain. 


Kindergarten  Course  of  Study   71 

Presentation:  Present  the  story  matter  in  the  following 
detail : 

1.  The  farmer  and  his  cornfield. 

a)  The  farmer  prepares  his  field. 

b)  He  sows  the  corn. 

c)  He  cares   for  the  field  —  harrowing  and  weed- 
ing it. 

2.  The  need  of  rain. 

a)  No  rain  falls  upon  the  field. 

b)  The  corn  begins  to  wither. 

c)  The  farmer  fears  he  will  lose  his  crop. 

d)  He  goes  out  every  day  to  watch  for  rain. 

3.  The  gathering  of  the  rain  clouds. 

a)  Great  rain  clouds  are  seen  in  the  distance. 

b)  The  farmer  anxiously  watches  the  clouds. 

c)  His  great  disappointment  —  no  rain  comes. 

4.  The  wind  and  how  it  helped. 

a)  The  wind  sees  the  farmer's  trouble. 

b)  It  blows  the  rain  clouds  over  the  corn-field. 

c)  Abundance  of  rain  falls. 

d)  The  joy  and  thanksgiving  of  the  farmer. 

Suggestions  for  developing  the  story  and  using  the  illus- 
trative material :  Try  to  have  the  children  see  the 
four  pictures  as  suggested  by  the  story  outline.  As 
the  story  is  developed,  sketch  the  various  scenes.  In 
the  first  scene  the  flat  side  of  the  crayon  may  be  used 
to  draw  the  field;  one  or  two  stalks  of  corn  will  be 
enough  to  suggest  the  entire  field  to  the  children.  As 
the  second  part  of  the  story  is  told,  sketch  the  sun  in 
the  upper  left-hand  corner  of  the  board.  For  drawing 
the  rain  clouds  use  the  flat  side  of  the  crayon  and 
begin  at  the  right  of  the  board.  As  the  last  part  of  the 
story  is  told,  erase  the  sun  and  fill  in  the  sky  with 


72  Bible-School  Curriculum 

more  of  the  heavy  clouds.  A  few  downward  strokes 
of  the  crayon  from  the  clouds  will  suggest  the  rain 
storm.  At  the  close  of  the  story  show  the  two  pic- 
tures, and  let  the  children  talk  about  them.  Ask  the 
children  a  few  simple  questions,  the  answers  to  which 
shall  express  the  main  elements  of  the  story.  Then 
repeat  to  the  class  the  verse  about  the  wind;  and 
finally  have  the  children  repeat  the  memory  verse,  and 
ask  them  what  they  have  already  learned  about  this 
wind  that  God  causes  to  blow. 

Desired  Results. 
A  deepening  of  the  impression  of  the  wind  as  one  of 
God's  helpers,  helping  him  in  his  plans  by  blowing  the 
rain  clouds  about  that  the  seeds  which  have  been 
planted  everywhere,  in  the  fields  and  in  the  gardens  and 
in  the  meadows,  may  have  the  rain  which  is  needed  to 
make  them  grow.  A  deepening  of  the  impression  that 
everything  is  doing  something  to  help,  and  a  strengthen- 
ing of  the  desire  on  the  part  of  the  child  to  be  a  helper 
in  whatever  way  he  can.  The  wind  helps  in  various 
ways ;   the  children  may  help  in  various  ways. 

Memory  Verse. 
"He  causeth  his  wind  to  blow"    (Ps.   147:180). 

Home  Work. 

Pasting  of  the  selected  picture,  "  June  Clouds  "  or  "  Land- 
scape with  Mill,"  into  the  album,  together  with  the  slips 
containing  the  memory  verse  and  the  verse  from  Steven- 
son's "Wind  Song."  Review  of  the  lesson  story  by  the 
parents.  Reading  to  the  child  the  verse  about  the 
"Wind."  Helping  the  child  to  commit  thoroughly  to 
memory  the  memory  verse.  Observation  work  as 
suggested. 


Kindergarten  Course  of  Study   73 

Lesson  ii 

THE  WIND  CHANGING  THE  AIR 

Lesson  Material 

For   story :      See   the   story   outline   below,    "  How    the 

Wind  Brought  Gladness  to  Many." 
For  study :    McRoy,  "  The  Story  of  a  Breeze,"  in  Pouls- 

son's  In  the  Child's  World,  pp.  390-92 ;    Bryant,  "  The 

Evening  Wind ;  "  Gray,  Nature's  Miracles,  Vol.  I,  pp. 

60-87;    Buckley,  Fairy  Land  of  Science,  Lectures  III, 

IV. 

Illustrative  Material  and  Suggestions. 

Pictures:  Use  pictures  of  any  large  city,  such  as  the 
Perry,  Nos.  2001,  2002,  2003,  and  2004. 

Literature :  Use  the  following  verses,  "  What  the  Winds 
Bring,"  by  E.  C.  Stedman,  found  in  the  Boston  Collec- 
tion of  Kindergarten  Stories: 

"  Which    is    the    Wind    that    brings    the    cold  ? " 
"  The  North  Wind,  Freddie,  and  all  the  snow ; 
And  the  Sheep  will  scamper  into  the  fold 
When  the  North  begins  to  blow." 

"  Which  is  the  Wind  that  brings  the  heat?  " 
"  The  South  Wind,  Katy ;    and  Corn  will  grow, 
And  Peaches  redden  for  you  to  eat, 
When  the  South  begins  to  blow." 

"  Which  is  the  Wind  that  brings  the  rain  ?  " 
"  The  East  Wind,  Arty  ;  and  farmers  know 
That  Cows  come  shivering  up  the  lane 
When  the  East  begins  to  blow." 

"  Which  is  the  Wind  that  brings  the  flowers  ?  " 
"  The  West  Wind,  Bessie ;    and  soft  and  low 
The  Birdies  sing  in  Summer  hours 
When  the  West  begins  to  blow." 


74  Bible-School  Curriculum 

Memory  verse  printed  on  slips  of  paper  for  distribution. 

Observation :  Ask  the  children  to  watch,  during  the 
week,  for  the  wind  blowing  the  smoke  from  the  chim- 
neys. Also  ask  them  to  note  changes  in  the  air  due  to 
the  warm  and  the  cold  winds  that  blow  at  different 
times. 

Lesson  Treatment. 

Connecting  links:  Review  the  last  two  lessons.  Have 
the  review  include  the  memory  verse  and  the  results 
of  the  children's  observation  work.  We  have  learned 
about  two  ways  in  which  the  wind  helps,  and  today 
we  shall  learn  about  a  third  way. 

Preparation:  Question  the  children  about  their  sum- 
mer experiences.  Was  the  weather  ever  warm?  And 
were  they  sometimes  very  hot  and  tired?  Were  they 
always  well?  If  sick,  how  did  they  feel  on  a  very 
hot  day?  Was  the  air  always  clear  and  pure?  Why 
not?  (Smoke,  gas,  dust,  etc.)  And  have  they  often 
wished  that  the  air  might  be  made  pure  and  refresh- 
ing and  cool?  Our  story  today  will  tell  us  how  this 
is  done,  and  of  the  helper  who  does  it. 

Presentation:  Present  the  story  matter  in  the  following 
detail : 

1.  The  wind  clearing  the  air. 

a)  Smoke,  gas,  and  dust  make  the  air  impure. 

b)  The  need  of  pure  air. 

c)  The  wind  makes  the  air  pure  by  blowing  away 
the  smoke,  gas,  and  dust. 

d)  All  the  people  are  glad  as  they  breathe  the  pure 
air. 

2.  The  wind  cooling  the  air. 

a)  The  hot  days  in  the  city  streets. 

b)  The  suffering  it  brings  to  all  —  men  and  animals. 


Kindergarten  Course  of  Study        75 

c)  The  north  wind  blows  and  cools  the  air. 

d)  All  feel  the  cool  breeze  and  are  glad. 

3.  The  wind  refreshing  the  workers. 

a)  The  great  shops  and  factories  of  the  city. 

b)  The  many  hot  and  tired  workers. 

c)  The  cool  wind  blows  through  the  open  windows. 

d)  The  workers  are  cheered  and  strengthened. 

4.  The  wind  refreshing  the  sick. 

a)  The  great  city  hospitals. 

b)  The  many  sick  ones. 

c)  The    discomfort  and  pain  caused  by  hot  days. 

d)  The  wind  changes  and  cools  the  air. 

e)  The  sick  ones  are  refreshed  and  helped. 
Suggestions  for  developing  the  story  and  using  the  illus- 
trative material :  As  the  blackboard  is  not  to  be  used, 
the  teacher  will  have  to  make  the  story  a  word- 
picture,  presenting  the  four  scenes  as  vividly  as  pos- 
sible. Show  the  pictures  of  the  city  streets  and 
buildings  as  the  story  is  told,  and  let  the  children  talk 
freely  about  the  different  scenes  after  they  have 
been  pictured  to  them.  x\sk  the  children  a  few  simple 
questions,  the  answers  to  which  shall  express  the  main 
elements  of  the  story.  Then  repeat  to  the  class  the 
verses  about  the  "  Winds,"  and  have  the  children 
repeat  the  memory  verse.  At  the  lesson's  close  ask 
about  the  three  ways  they  have  found  this  wind  that 
God  causes  to  blow,  helping  him  in  his  plans. 

Desired  Results. 

The  deepening  of  the  impression  of  the  wind  as  another 
one  of  God's  helpers,  helping  him  in  his  plans  by  chan- 
ging and  cooling  the  air,  thus  bringing  health  and  glad- 
ness to  all  of  God's  creatures.  A  further  deepening  of  the 
impression  that  all  the  natural  forces  are  God's  helpers, 
working  with  him,  and  a  strengthening  of  the  awakened 


76  Bible-School  Curriculum 

desire  on  the  part  of  the  child  to  be  a  helper  like  them, 
If  the  wind  can  help  in  so  many  ways,  surely  a  little 
child  can  find  many  ways  in  which  to  help. 

Memory  Verse. 
"He  causeth  his  wind  to  blow"    (Ps.   147:18a). 

Home  Work. 

Pasting  of  the  selected  picture  into  the  album,  together 
with  the  slips  containing  the  memory  verse  and  the 
verses  about  the  "  Winds."  Review  of  the  lesson  story 
by  the  parents.  Reading  to  the  child  the  verses  about 
**  What  the  Winds  Bring."  Review  and  drill  on  the 
memory  verse.     Observation  work  as  suggested. 


§  6.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  B 

A.     REFERENCE    READING   FOR   THE   TEACHER 

Andrews,  The  Story  of  My  Four  Friends  (Ginn  &  Co.,  Boston). 

Baskett,  The  Story  of  the  Birds  (D.  Appleton  &  Co.,  New 
York). 

Bradish,  Stories  of  Country  Life  (American  Book  Co.,  New 
York). 

Buckley,  The  Fairy  Land  of  Science,  and  Winners  in  Life's 
Race  (D.  Appleton  &  Co.,  New  York). 

Burroughs,  Birds  and  Bees,  and  Sharp  Eyes  and  Other  Papers 
(Houghton,  Mifflin  &  Co.,  Boston). 

Chase  and  Clow,  Stories  of  Industry,  Parts  I  and  II  (Educa- 
tional Publishing  Co.,  Boston). 

Edgar,  The  Story  of  a  Grain  of  Wheat  (D.  Appleton  &  Co., 
New  York). 

Gould,  Mother  Nature's  Children  (Ginn  &  Co.,  Boston). 

Kelly,  Leaves  from  Nature's  Story  Book  (Educational  Pub- 
lishing Co.,  Boston). 

Lindsay,  The  Story  of  Animal  Life  (D.  Appleton  &  Co.,  New 
York). 


Kindergarten  Course  of  Study   'jy 

Martin,  The  Story  of  a  Piece  of  Coal  (D.  Appleton  &  Co.,  New 

York). 
Merriam,  Birds  of  Village  and  Field  (Houghton,  Mifflin  &  Co., 

Boston). 
Miller,    A    First   Book    of   Birds    (Houghton,    Mifflin    &    Co., 

Boston). 
Rawlings,  The  Story  of  Books  (D.  Appleton  &  Co.,  New  York). 
Vincent,  The  Animal  World  (D.  Appleton  &  Co.,  New  York). 
Weed,  The  Insect  World  (D.  Appleton  &  Co.,  New  York). 
Wilkinson,  The  Story  of  the  Cotton  Plant  (D.  Appleton  &  Co., 

New  York). 
The    magazine    Birds    and    All    Nature     (A.     W.    Mumford, 

Chicago). 

B.     SUPPLEMENTAL    READING    FOR   THE    PUPIL 

(Containing  story   material   to   be  read   to   the   pupils  by  the 
parents) 

Bass,  Stories  of  Animal  Life  (D.  C.  Heath  &  Co.,  Boston). 

Bartlett,  Animals  at  Home  (American  Book  Co.,  New  York). 

Chase,  Stories  from  Birdland,  and  Stories  from  Animal  Land 
(Educational  Publishing  Co.,  Boston). 

Eddy,  Friends  and  Helpers  (Ginn  &  Co.,  Boston). 

Pierson,  Among  the  Farmyard  People,  Among  the  Meadou 
People,  Among  the  Pond  People,  Among  the  Forest  People, 
Among  the  Night  People  (E.  P.  Button  &  Co.,  New  York). 

Poulsson,  In  the  Child's  World  (Milton  Bradley  Co.,  Spring- 
field, Mass.). 


CHAPTER   III 
THE   PRIMARY   CHILD 

The  primary  child  —  i.  e.,  the  child  from  six 
to  nine  years  of  age  —  is  in  many  respects  like  the 
kindergarten  child,  but  in  some  respects  he  is 
quite  different.  The  senses  continue  their  devel- 
opment, reaching  practical  perfection  toward  the 
close  of  the  period.  It  is  also  a  time  of  rapid  muscu- 
lar and  neural  development,  and  of  the  develop- 
ment 10  functional  activity  of  the  brain  cells.  In 
general,  we  may  say  that  the  characteristics  noted 
in  the  first  half  of  the  childhood  period  are  all 
present  in  this  half^  some  more  developed  and 
some  weaker;  and,  in  addition,  some  other  char- 
acteristics become  more  prominent. 

Some  characteristics  of  the  period. —  The  ani- 
mistic tendency,  although  still  strong,  is  gradu- 
ally weakening,  and  during  the  next  period  may 
be  practically  disregarded.  The  child  is  still  very 
suggestible,  but,  owing  to  the  strengthening  of 
his  will  and  the  increase  of  his  stock  of  ideas,  he 
is  not  so  open  to  suggestions  from  his  environ- 
ment, but  acts  more  from  his  own  initiative. 
The  imitative  instinct  is  still  active.  There  seems 
to  be  a  slight  increase  in  the  tendency  to  imitate 
adult  activities.  There  is  also  a  strengthening  of 
the  tendency  to  imitate  the  idea  rather  than  the 

78 


The  Primary  Child  79 

actual  thing,  due  to  the  growth  of  the  under- 
standing and  the  imagination,  and  to  combine 
dramatic  speech  with  dramatic  action  in  imitative 
playing.^  The  power  of  the  imagination  still 
holds  the  child  in  its  grasp.  The  field  for  its 
activity  has  widened,  and  the  material  at  hand 
for  its  use  has  greatly  increased  in  amount.  The 
imagination,  although  still  crude,  is  developing 
rapidly  into  a  higher  form  of  the  productive  or 
creative  type.  The  growth  of  the  intellectual  and 
feeling  sides  of  the  child's  nature  strongly  influ- 
ences the  direction  of  his  imagination,  which  is 
so  intimately  bound  up  with  this  life  of  feeling 
that  it  will  assume  as  many  directions  as  this  life 
assumes. 

Hence  the  familiar  fact  that  in  some  children  imagina- 
tion broods  by  preference  on  gloomy  and  terrifying  objects, 
religious  and  other,  whereas  in  others  it  selects  what  is 
bright  and  gladsome;  that  while  in  some  cases  it  has  more 
of  the  poetic  quality,  in  others  it  leans  rather  to  the  scien- 
tific or  to  the  practical  type.^ 

Because  of  this  intimate  relationship  a  study 
of  the  children's  imaginings  will  give  the  teacher 
many  a  clue  to  their  spontaneous  interests. 
Burnham,  speaking  of  this  relation  of  imagina- 
tion to  interest,  says  : 

^  Miss  Caroline  Frear,  Pedagogical  Seminary,  Vol.  IV, 
pp.  382  ff. 

^  Sully,  op.  cit.,  p.  27. 


8o  Bible-School  Curriculum 

Here  in  a  child's  imaginings  is  a  vast  fund  of  spon- 
taneous interest.  How  to  utilize  it ;  how  to  check  imagina- 
tion when  extreme  without  wasting  this  spontaneous 
interest;  how  to  develop  imagination  when  deficient  —  in  a 
word,  how  to  adapt  education  to  individual  differences  in 
productive  imagination  —  such  are  the  teacher's  problems. 
These  questions  have  not  been  satisfactorily  answered, 
and  only  by  the  patient  study  of  many  children  and  of  the 
effects  of  various  methods  of  education  can  a  satisfactory 
answer  be  obtained.  But  modern  education  has  recognized 
one  fact:  God  has  made  men  different.  It  is  the  merest 
platitude  of  everyday  philosophy  that  there  is  infinite 
variety  in  the  talents  and  in  the  deficiencies  of  human 
beings.  Teachers  must  study  the  individual  differences  in 
their  pupils.' 

There  is  certainly  as  great  need  of  empha- 
sizing the  importance  of  a  study  of  individual 
differences  in  children  in  connection  with  their 
religious  training,  for  too  many  of  our  Bible- 
school  teachers  of  the  present  time  treat  their 
classes  as  units  rather  than  as  an  aggregate  of 
units,  each  individual  differing  in  some  respects 
from  all  other  members  of  the  class.  In  normal 
children  there  is  a  growth  in  unselfishness  during 
these  years.  Miss  Frear's  study  of  "  Imitation  " 
shows  a  marked  development  of  the  social  instinct 
which,  as  previously  noted,  tends  to  counteract 
the  expression  of  selfishness.  She  says  in  this 
connection : 

'Pedagogical  Seminary,  Vol.  II,  p.  224, 


The  Primary  Child  8i 

The  tendency  for  a  child  to  play  with  an  adult  is 
marked  during  the  first  year,  after  which  for  two  or  three 
years  he  is  satisfied  to  play  by  himself.  Then  this  tendency 
decreases,  and  with  the  development  of  the  social  instinct 
the  tendency  to  play  with  other  children  increases  rapidly 
and  steadily.* 

The  growth  of  the  spirit  of  sympathy  and 
helpfulness  also  tends  to  bring  under  control  the 
selfish  spirit.  The  fears  of  children  tend  to  in- 
crease  during  the  years  from  six  to  ten;  the 
increase  being  of  fears  having  their  source  in  the 
imagination,  which  at  this  time  is  rapidly  develop- 
ing. These  fears  may  then  to  a  certain  extent 
be  controlled  by  restraining  or  guiding  the 
imagination,  and  also  by  a  watchful  care  of  the 
environment  of  the  children  and  of  the  stories 
they  read  and  hear ;  for  these  are  two  of  the  most 
fertile  sources  of  the  fears  of  this  latter  part  of 
childhood. 

A  serious  charge  brought  against  children  is 
that  of  lying.  This  term  seems  too  harsh  a  term 
to  apply  to  the  untruths  and  little  deceptions  of 
young  children,  for 

a  lie  connotes,  or  should  connote,  an  assertion  made  with 
full  consciousness  of  its  untruth  and  in  order  to  mislead. 
It  may  well  be  doubted  whether  little  children  have  so 
clear  an  apprehension  of  what  we  understand  by  truth  and 
falsity  as  to  be  liars  in  this  full  sense.    Much  of  what  seems 

*Ibid.,  Vol.  IV,  p.  384. 


82  Bible-School  Curriculum 

shocking  to  the  adult  unable  to  place  himself  at  the  level 
of  childish  intelligence  and  feeling  will  probably  prove  to 
be  something  far  less  serious.^ 

Sully  mentions  five  of  the  most  common  causes 
of  untruthfulness,  or  so-called  lying,  as  follows :  ^ 
(i)  The  desire  to  secrete  things  or  hold  back 
information  considered  private.  This  leads  only 
to  very  mild  forms  of  deception,  but  may  lead  in 
its  more  serious  aspects  to  serious  results.  (2) 
The  power  of  the  childish  imagination.  This  is 
one  of  the  most  fertile  sources  of  children's  lies 
so-called.  The  child  is  scarcely  able  to  distin- 
guish between  a  memory-image  derived  from  the 
senses  and  one  which  is  due  entirely  to  the  ima- 
gination. (3)  Susceptibility  of  the  child  to  sug- 
gestion. Older  people's  wishes  and  expectations 
strongly  influence  the  child-mind,  and  may  lead 
to  misstatements.  Sometimes  imagination  and 
suggestion  combine  to  produce  startling  results. 
(4)  The  wish  to  please  and  the  fear  of  giving 
oftense.  (5)  Our  methods  of  moral  discipline. 
Fear  of  restraint  or  punishment  will  lead  many 
children  to  tell  untruths.  At  times  questions 
asked  in  connection  with  moral  discipline  may 
also  result  in  falsehoods. 

Lies   due  to   other   causes   are   reported   by 

^  Sully,  op,  cit.,  p.  252. 
^  Ibid.,  pp.  252-61. 


The  Primary  Child  83 

President  G.  Stanley  HallJ  Among  these  are 
the  followmg:  (i)  The  lie  heroic.  This  is  justi- 
fied in  the  mind  of  the  one  telling  the  lie  as  a 
means  to  a  noble  end.  Here  belong  false  confes- 
sions where  strong  children  assume  penalties  of 
weaker  ones.  (2)  Personal  likes  and  dislikes; 
truth  for  friends  and  lies  for  enemies.  The  child 
in  this  respect  is  like  the  savage.  (3)  Selfishness; 
manifested  in  games,  plays,  in  school  work,  or  in 
any  case  where  there  is  a  likelihood  of  advantage 
being  gained  or  lost. 

The  facility  with  which  a  whole  street  or  school  may 
be  corrupted  in  this  respect,  often  without  suspicion  on 
the  part  of  adults,  by  a  single  bold,  bad,  but  popular  child; 
the  immunity  from  detection  which  school  offers  so  much 
more  than  home,  for  even  habitual  liars'  of  this  class;  as 
well  as  the  degree  of  moral  degradation  to  which  they  may 
lead,  all  point  to  selfish  falsehoods  —  especially  when  their 
prevalence  is  taken  into  account  —  as  on  the  whole  the  most 
dangerous,  corrupting,  and  hard  to  correct  of  any  of  our 
species.  Excessive  emulations,  penalties,  opportunities,  and 
temptations  should  of  course  be  reduced,  but  it  should  be 
clearly  seen  that  all  these  lies  are  at  bottom  forms  of  self- 
indulgence,  and  should  in  the  great  majority  of  cases  be 
treated  as  such,  rather  than  dealt  with  directly  as  lies.® 

In  coming  to  conclusions  concerning  the 
importance  of  the  subject,  we  must  remember 
that  a  lie  told  usually  brings  in  with  it  a  train 

''Pedagogical  Seminary,  Vol.  I,  pp.  211-18. 
®  Hall,  ibid.,  p.  213. 


84  Bible-School  Curriculum 

of  lies  for  support  of  the  first  one;  that  the 
impulse  to  stick  to  an  untruth  is  very  strong,  and 
is  increased  by  the  fear  of  discovery  and  punish- 
ment; that  the  habit  of  lying  is  easily  formed; 
and  that  lying  is  apt  to  be  contagious,  perhaps 
due  to  the  power  of  suggestion  and  the  imitative 
instinct. 

Another  common  characteristic  of  childhood 
is  the  teasing  and  bullying  propensity.  This 
manifests  itself  in  various  ways  —  fighting,  asser- 
tion of  authority,  tormenting  for  various  ends, 
like  exciting  fear,  anger,  shame,  temper,  etc.  The 
study  of  the  subject  by  Frederic  L.  Burk^  shows 
that  the  characteristic  is  not  marked  during  the 
early  half  of  the  period,  but  increases  very  rapidly 
from  six  to  ten  years  of  age,  in  most  cases  grow- 
ing weaker  after  this.  All  the  manifestations 
mentioned  seem  to  be  rooted  in  and  to  develop 
from  a  sense  of  power.  If  these  impulses  or  this 
sense  of  power  can  be  associated  with  the  right 
ethical  ideas  as  to  use  and  direction,  they  may 
have  a  large  educative  effect  upon  the  child,  and 
be  of  great  value  in  his  moral  and  religious 
development. 

The  attitude  of  children  toward  law  is  diffi- 
cult to  determine,  as  there  are  so  many  factors 
to  be  taken  into  acount.  Two  distinct  views  are 
held:   one,  that  children  are  essentially  disobedi- 

'  Ihid.,  Vol.,  IV,  pp.  336  ff. 


The  Primary  Child  85 

ent;  and  the  other,  that  they  are  by  nature  law- 
abiding.^ '^  The  truth  would  seem  to  be  in  both 
claims;  children  rebel  against  restraint  of  any 
kind,  but  at  the  same  time  have  an  instinctive 
respect  for  custom  or  rule.  A  study  by  Miss 
Darrah^^  shows  clearly  that  children  regard  the 
law  embodied  in  personal  commands  as  of  great 
importance,  but  have  little  regard  for  general 
laws  and  their  penalties.  This  study  also  shows 
that  there  is  a  steady  growth  in  the  children's 
regard  for  general  law  from  the  age  of  eight 
years  upward.  The  studies  of  Barnes,^ ^  Miss 
Schallenberger,^^  and  Miss  Frear^^  agree  in  gen- 
eral with  these  results. 

Many  children,  perhaps  the  majority,  are 
superstitious.  There  are  a  few  superstitions,  such 
as  the  belief  in  pin-luck,  that  seem  to  be  generally 
known  and  practiced  by  all  children ;  many  others 
are  individual  affairs.  From  a  study  of  the  sub- 
ject Miss  Vostrovsky  concludes  that 

the  superstitions  of  seven-,  eight-,  and  nine-year-old  chil- 
dren are  more  simple  and  general  in  character  than  the 
superstitions  of  older  children Superstitions  spread, 

^"^  For  illustrations  of  both  attitudes  see  Sully,  op.  cit.,  pp. 
267-97. 

'^'^  Studies  in  Education,  Vol.  I,  pp.  254  ff. 
^^Ihid.,  Vol.  I,  pp.  366. 

^^Pedagogical  Seminary,  Vol.  Ill,  pp.  87  ff. 
^*  Studies  in  Education,  Vol.  I,  p.  332. 


86  Bible-School  Curriculum 

like  other  traditions,  mainly  through  personal  communica- 
tions  Total  disbelief  in  superstitions  increases  with 

age.'' 

She  concludes  her  study  with  these  words : 

One  thing  more  of  importance  to  pedagogy  that  comes 
out  strikingly  in  the  study  is  the  seeming  ignorance  of  our 
school  children  concerning  natural  causation.  This  seems 
hardly  excusable  in  this  so-called  scientific  age.  If  there 
ever  was  need  of  children's  realizing  and  understanding, 
as  far  as  they  can  understand,  that  nothing  in  the  world 
happens  arbitrarily  or  through  mere  chance,  there  is  cer- 
tainly a  need  of  it  now.  They  should  begin  to  know,  even 
in  the  primary  grades,  that  the  world  is  governed  by  law. 

The  Bible-school  teacher  can  be  of  service 
here  by  impressing  upon  the  child,  not  only  that 
the  world  is  governed  by  law,  but  that  law  is  but 
an  expression  of  God's  will.  This  aspect  of  God's 
nature,  however,  would  be  more  fully  dwelt  upon 
in  the  next  period,  the  boyhood-girlhood  period, 
from  nine  to  thirteen  years  of  age. 

Some  interests  of  the  period. —  The  interest 
in  the  causal  idea  is  still  strong,  the  causal  idea 
pertaining  to  religious  objects,  such  as  God, 
heaven,  death,  etc.,  attracting  more  attention  than 
in  the  preceding  years.  It  is  not  a  time,  however, 
of  great  religious  interest,  which  does  not  come 
until  adolescence.  What  was  said  in  the  preced- 
ing chapter  concerning  the  theological  ideas  and 
interests   of   the   very   young   child   would   also 

^'Ibid.,  pp.  123  ff. 


The  Primary  Child  87 

describe  this  period,  except  that  there  is  a  ten- 
dency to  question  some  of  the  statements  made  by 
parent  and  teacher,  although  these  questions  are 
few  in  number  and  vague  in  meaning. 

The  hterary  interest  in  fairy  and  folk-lore 
stories  continues,  but  toward  the  close  of  the 
period  gives  way  to  an  interest  in  narrative  his- 
tory,^^  although  a  strong  interest  in  history  is  not 
felt  until  the  boyhood-girlhood  period  Professor 
Wissler's  study  ^^  indicates  an  interest  in  animal 
stories,  but  the  greatest  interest  is  in  stories  of 
daily  life,  stories  in  which  the  human  element  is 
prominent.  In  answer  to  the  question  as  to  why 
they  liked  certain  stories,  nearly  40  per  cent,  of 
the  children  examined  answered,  because  they 
were  true  to  life.  Dr.  Dawson,  in  his  study  of 
"Children's  Interest  in  the  Bible," ^^  finds  the 
same  thing  to  be  true,  that  "  the  larger  percentage 
of  children  of  all  ages  are  attracted  more  strongly 
to  the  personal  elements  of  the  Bible  than  to  any 
other."  In  selecting  material  for  instructional 
purposes,  then,  we  might  use  Bible  stories  wdiich 
are  of  the  folk-lore  type  for  the  first  year,  and 
some  of  the  narrative-history  stories,  preferably 
the  stories  of  the  life  of  Jesus,  in  the  last  year. 

One  other  fact  should  be  noted :  that  children 

"  Mrs.  Barnes,  Studies  in  Education,  Vol.  I,  p.  89. 
^''Pedagogical  Seminary,  Vol.  V,  pp.  523  ff. 
^^  Ibid.,  Vol  YU,  pp.  151  ff. 


88  Bible-School  Curriculum 

during  this  period  begin  to  show  an  interest  in 
stories  which  have  a  definite  moral  content,  but 
the  moral  purpose  must  not  be  obtrusive,  for  "  the 
moral  lesson  without  the  formal  statement  in 
conclusion,  but  bearing  upon  it  the  marks  of  a 
moral  purpose,  received  less  attention  than  the 
simple  story  whose  moral  force  was  felt  and 
appreciated."  ^^ 

The  mental  poivers  during  the  period. —  The 
perceptive  powers  are  still  the  dominant  ones,  and 
in  all  lesson  work  an  appeal  must  be  made  to  the 
senses. 

Memory,  especially  toward  the  close  of  the 
period,  is  rapidly  growing  stronger,  and  con- 
siderable memory  work  may  be  given ;  but  it  must 
be  kept  in  mind  that  verbal  memory  does  not 
reach  its  maximum  strength  until  the  age  of  thir- 
teen or  fourteen,  and  care  should  be  taken  at  this 
time  not  to  strain  the  memory  by  requiring  the 
committal  from  week  to  week  of  a  large  number 
of  Bible  verses.  Imagination  is  stronger,  but  still 
needs  an  objective  basis  for  its  activity. 

The  reasoning  powers  are  not  sufficiently 
developed  to  be  appealed  to  to  any  great  extent. 
The  teaching  must  continue  to  be  largely  sug- 
gestive and  by  analogies,  and  the  method  must 
lead  the  children  by  very  clear  and  easy  steps  to 
the  lesson  truths. 

"  WissLER,  loc.  cit.,  p.  535. 


The  Primary  Child  89 

Conscience  is  more  active  in  normal  children 
with  normal  environment,  but  as  yet  it  is  not  an 
important  factor  in  the  work. 

Some  conclusions  with  reference  to  a  course 
of  study  for  the  child  from  six  to  nine  years  of 
age. —  During  these  years  God  as  a  Worker,  as  a 
Provider  of  all  needful  things,  is  the  general 
aspect  of  God's  nature  which  would  continue  to 
appeal  to  the  child ;  but  as  at  this  time  the  interest 
in  the  home  and  the  home  activities,  privileges, 
and  duties  is  stronger,  and  the  home  means  more 
to  the  child,  God  may  be  presented  as  a  Father 
working  and  providing  for  his  children.  We 
must  be  careful,  however,  in  this  connection  to 
present  only  those  truths  after  which  the  child  is 
beginning  to  reach  out,  or  which  he  sees  as  expres- 
sions of  parent  love  in  the  home.  Such  topics  as 
God's  care,  help,  protection,  guidance,  and  the 
like  are  within  the  child's  comprehension,  and,  if 
rightly  presented,  will  help  him  to  a  simple  but 
helpful  conception  of  God  as  a  Father,  although 
all  his  mental  imagery  will  be  anthropomorphic 
in  form.  Following  this,  he  might  have  presented 
to  him  some  of  the  homely  but  important  ethical 
truths,  and  their  application  to  his  life  indicated; 
and  some  of  the  simpler,  more  fundamental  truths 
concerning  God  and  the  relation  of  the  child  to 
him.  The  material  for  this  part  of  the  course 
would  be  selected  from  the  Old  Testament  rather 


90  Bible-School  Curriculum 

than  from  the  New,  for  the  content  and  form  of 
these  Old  Testament  stories  seem  much  better 
adapted  to  the  interests  and  powers  of  this  stage 
of  childhood.  Before  leaving  the  primary  depart- 
ment for  the  next  higher  one,  he  should  become 
acquainted  with  the  life  of  Jesus,  this  life  of  lives, 
however,  being  presented  in  its  humanity  rather 
than  in  its  divinity,  leaving  this  latter  aspect  to  be 
emphasized  in  the  period  of  adolescence.  In 
presenting  to  the  child  such  a  course  of  instruc- 
tion as  is  here  suggested  the  teacher  must  beware 
of  generalizations  and  abstractions.  The  true  and 
the  good  must  be  given  concretely,  the  story  mat- 
ter being  presented  as  a  unit,  and  the  child  led  by 
slow,  easy  steps  to  a  clear  perception  of  definite 
aspects  of  such  truths  as  are  within  his  compre- 
hension and  which  seem  to  be  called  for  by  his 
condition.  The  child-mind  develops  slowly,  and 
because  his  thought-powers  are  comparatively 
weak  he  grasps  the  content  of  an  idea  only  after 
repeated  presentations  of  that  idea  in  concrete 
form.  After  he  has  in  his  childish  way  glimpsed 
a  great  truth,  he  must  not  be  left  to  himself  to 
apply  it,  but  the  teacher  must  suggest  possible 
applications  of  that  truth,  thus  guiding  as  well  as 
stimulating  him  to  the  helpful  actualization  of  the 
thought  in  character. 

An  outline  of  a  suggested  course  of  study  is 
given  in  the  next  chapter.    In  Grade  C  the  father- 


The  Primary  Child  91 

love  of  God  is  presented,  this  love  being  shown 
in  providing  for  the  needs  of  the  child  other  than 
his  physical  ones;  in  Grade  D  the  wise  Father 
indicates  certain  laws  which  are  to  be  kept,  these 
laws  being  for  the  child's  own  good;  and  in 
Grade  E  there  is  a  simple  presentation  of  the  life 
of  Jesus  as  the  children's  friend  and  helper.  The 
children  who  take  this  course  of  three  years, 
following  that  of  the  kindergarten  grades,  will 
have  their  view  of  God's  goodness,  wisdom,  love, 
and  power  broadened,  their  sense  of  gratitude  to 
the  heavenly  Father  deepened,  and  their  desire  to 
know  and  to  follow  the  laws  of  God  strengthened. 


CHAPTER   IV 

A  COURSE  OF  STUDY  FOR  THE  PRIMARY 

GRADES 

GENERAL    SUBJECT  I      GOD    THE    LOVING    FATHER    AND    HIS 
CHILDREN 

§  I.     OUTLINE  OF  THE  COURSE  FOR  GRADE  C 

GRADE    subject:    GOD    THE    LOVING    FATHER    PROVIDING    FOR     HLS 

children's  needs. 
Topic  I — Providing  care. 

1.  Caring  for  all  nature. 

2.  Caring  for  Elijah. 

3.  Caring  for  Moses. 

4.  Caring  for  Ishmael  and  Hagar. 

5.  Caring  for  many.      (The    story   of   the   children   of 
Israel  in  the  wilderness.) 

6.  Caring  for  us. 

7.  Our  helping  God  to  care  for  all  things. 

8.  Review. 

Topic  2 — Providing  help. 

9.  The  unseen  helpers.     (Story  of  Elisha  at  Dothan.) 

10.  Helping  Peter. 

11.  Helping  Naaman. 

12.  Helping  Elijah. 

13.  Helping  many.     (Story  of  the  crossing  of  the  Red 
Sea.) 

14.  Helping  us. 

15.  Our  helping  God  to  help  all. 

16.  Reviezv. 

Topic  3— Providing  protection. 

17.  Promising  protection.     (Story  of  Jacob  at  Bethel.) 

18.  Protecting  Joseph. 

92 


Primary  Course  of  Study     93 

19.  Protecting  David. 

20.  Protecting  Daniel. 

21.  Protecting  many.     (Story  of  the  cloud  of  fire.) 

22.  Protecting  us. 

23.  Our  helping  God  to  protect  all. 

24.  Review. 

25.  Psalm  23.     Teaching  and  memory  work. 

Topic  4 — Providing  a  home. 

26.  Elijah  taken  home. 

27.  Moses  taken  home. 

28.  The  home  beautiful. 

29.  Who  shall  live  there? 

30.  A  home  for  all. 

31.  Jesus  going  before. 

32.  A  home  for  us. 

33.  Review. 

Topic  5 — Providing  a  guide-book. 

34.  Abram  the  first  guide. 

35.  Moses  the  guide  of  many  people. 

36.  The  prophets  the  guides  of  kings. 

37.  The  beginning  of  the  guide-book.      (The  formation 
of  the  Old  Testament.) 

38.  Jesus  the  guide  of  all. 

39.  The  completion  of  the  guide-book.     (The  formation 
of  the  New  Testament.) 

40.  A  guide  for  us. 

41.  Review. 

Topic  6 — Providing  a  helper. 

42.  The  coming  of  the  helper. 

43.  The  early  life  of  the  helper. 

44.  Helping  his  own  people. 

45.  Helping  a  strange  people. 

46.  Helping  his  disciples. 


94  Bible-School  Curriculum 

47.  A  helper  for  all  today. 

48.  Our  helper. 

49.  Review. 

50.  The  Lord's  Praj^er.     Teaching  and  memory  work. 

Special  Lessons. 

51.  The  Christmas  lesson    (in  its  proper  place). 

52.  The  Easter  lesson   (in  its  proper  place). 


§  2.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  C 

(Lessons  1-8) 

Lesson  i 

caring  for  all  nature 

Lesson  Material. 

For  story:       Gen.     1:1-31;      2:1-3;      Ps.     104:10-24; 

Gen.  8 :  22 ;    9 :  12-17. 
For  study :    Gen.  1:1-31;   2 :  4-25. 

Illustrative  Material  and  Suggestions. 

Pictures  :  "  By  the  River  Side  "  and  "  The  Shepherdess," 
Le  Rolle ;  "  The  Gleaners,"  "  The  Sower,"  and  "  The 
Rainbow,"  Millet;  "Forests,"  "The  Song  Sparrow," 
and  "The  Gray  Squirrel"  (Nature  Study  Publishing 
Co.)  ;    "  Sources  of  the  Jordan  at  Dan." 

Blackboard:  Draw  a  circle  for  the  "great  round  ball 
on  which  we  live,"  and  print  the  memory  verse 
around  it. 

Connecting  Links. 
Review  (by  questions  so  far  as  possible)  enough  of  the 
work  of  the  preceding  grades  to  revive  the  memories  of 
God's  power,  wisdom,  and  love  in  caring  for  the  birds, 
the  flowers,  the  animals,   etc.     In  these  other  classes 


Primary  Course  of  Study     95 

(Grades  A  and  B)  you  have  learned  about  the  power, 
wisdom,  and  love  of  God  as  seen  in  nature,  as  you  have 
studied  the  birds,  the  animals,  the  flowers,  the  trees,  etc. 
Now  we  are  to  learn  more  about  God  through  the  beauti- 
ful stories  which  we  have  about  him  in  the  book  called 
the  Bible.  Today  we  have  the  story  of  a  wonderful 
promise  God  made  to  man  —  a  promise  about  his  care 
for  all  the  world. 

Preparation. 

Question  as  to  the  child's  love  for  growing  plants,  for 
birds,  animals,  etc.  His  love  shown  by  the  care  given 
them.  When  a  new  pet  is  given  do  we  promise  to  care 
for  it?  Do  we  always  keep  the  promise?  Ought  we  to 
keep  it?  We  have  a  beautiful  story  today  of  a  promise 
God  made  to  man  long,  long  ago,  which  he  has  kept 
perfectly  all  these  long  years.  And  he  has  given  us 
something  to  help  us  remember  the  promise. 

Presentation. 

Present  the  story  matter  in  the  following  detail: 

1.  God  the  Creator. 

a)  Making  the  heavens  and  the  earth. 

b)  Everything  pronounced  good. 

c)  Resting  and  blessing  the  seventh  day. 

2.  God  caring  for  all  things. 

a)  Providing  springs  to  supply  water. 

b)  Providing  grass  for  the  cattle. 

c)  Providing  homes  for  the  birds  and  animals. 

d)  Providing  food  for  all. 

3.  God's  wonderful  promise  of  care. 

a)  The  promise  —  seedtime  and  harvest  to  continue. 

b)  The  promise  made  for  all,  men  and  animals. 

c)  The  rainbow  a  memory  sign  for  us. 

d)  God's  goodness  in  thus  promising. 

e)  God's  faithfulness  in  keeping  the  promise. 


96  Bible-School  Curriculum 

Desired  Results.     (Impressions.) 

Reviving  of  the  impressions  gained  in  the  two  preced- 
ing grades,  A  and  B,  concerning  God's  power,  wisdom, 
and  goodness.  A  crystalHzing  of  these  impressions  into 
the  one  —  God's  care  for  all  things.  A  strengthening  of 
the  child's  trust  in  God's  promises.  The  rainbow  now  a 
phenomenon  with  meaning. 

Memory  Verse. 
"The  earth  is  full  of  the  loving  kindness  of  the  Lord" 
(Ps.  33:5^). 

Home  Work. 
Review  of  the  lesson.  Parents  help  the  child  to  retell  the 
story  in  his  own  words.  In  lesson-book  paste  picture  — 
Millet's  "The  Rainbow"  —  and  draw  a  circle  for  the 
"  great  round  ball  on  which  we  live,"  with  the  memory 
verse  printed  around  it. 

Lesson  2 
caring  for  elijah 

Lesson  Material. 

For  story :     i  Kings   17 : 1-16 ;    James  5 :  17,  18. 

For  study:  Heb.  11:32-34;  i  Kings  i8:2&-6;  19:1-8; 
Gen.  41:29-31,  46-49,  53-57;  "Men  of  the  Bible" 
series,  Elijah,  pp.  19-39;  Geikie's  Hours  with  the 
Bible,  Vol.  Ill,  pp.  47-50. 

Illustrative  Material  and  Suggestions. 

Pictures:  "Elijah  Fed  by  Ravens,"  Allston;  Pictures 
of  ravens. 

Blackboard :  Sketch  scene  at  Cherith  —  mountains,  trees, 
brook,  etc.  Sketch  scene  at  Zarephath  —  walls  and 
gate  of  the  city,  path  leading  to  the  gate,  etc. 


Primary  Course  of  Study     97 

Connecting  Links. 
We  have  seen  how  God  cares   for  the  birds,   animals, 
flowers,  and  all  nature.    We  have  a  story  today  showing 
how  God  cared  for  one  of  his  servants,  a  man  named 
Elijah. 

Preparation. 

Recall  the  pictures  of  the  birds  bringing  food  to  their 
young.  God  teaches  them  to  do  this.  He  also  provides 
the  food  for  them.  He  also  provides  food  for  man.  Sun- 
shine and  rain  needed  to  supply  man  with  food.  Results 
if  the  rain  stops  —  a  famine.  Our  story  today  is  about 
a  time  when  the  rain  stopped,  a  time  of  famine,  and  how 
God  cared  for  one  of  his  servants  during  that  time. 

Presentation. 
Present  the  story  in  the  following  detail : 

1.  Elijah  the  messenger  of  God. 

a)  General  appearance  —  dress,  looks,  etc. 

b)  Sudden  appearance  before  King  Ahab. 

c)  The  message  from  God  to  the  king. 

d)  Why  the  famine  was  to  be  sent. 

2.  The  famine.     (Describe.) 

3.  God's  care  for  Elijah  during  the  famine. 

a)  At  the  brook  Cherith;  Elijah  obeys  God  and 
camps  at  the  brook  Cherith ;  the  brook  furnishes 
water;  the  ravens,  sent  by  God,  bring  food; 
Elijah's  trust  and  God's  care. 

b)  At  the  city  Zarephath :  Elijah  obeys  God  and 
journeys  to  Zarephath;  the  poor  widow  and  her 
trouble;  Elijah's  request  and  the  woman's  an- 
swer; the  promise  of  God  through  Elijah  his 
messenger;  the  promise  kept;  Elijah  and  the 
poor  widow  cared  for;  Elijah's  trust  and  God's 
care. 


98  Bible-School  Curriculum 

Desired  Results.    (Impressions.) 

Reviving  and  deepening  of  the  impression  of  God's  con- 
trol of  all  things :  his  power  to  do  all  things ;  uses  the 
ravens  to  do  his  will.  God  loved  Elijah;  Elijah  trusted 
God;  God  cared  for  Elijah.  God's  love  the  same  today 
as  in  the  time  of  Elijah.     We  must  trust  as  Elijah  did. 

Memory  Verse. 
"The  Lord  is  good"   (Ps.  34:8). 

Home  Work. 
Review  of  the  lesson.     Parents  help  the  child  to  retell 
the  story  in  his  own  words.    In  lesson-book  paste  picture 
—  Allston's  "Elijah  Fed  by  Ravens"  —  and  print  mem- 
pry  verse  beneath. 

Lesson  3 
caring  for  moses 
Lesson  Material. 

For   story :      Exod.    i :  22 — 2  :  10 ;     Acts    7 :  17-21 ;     Heb. 

11:23. 
For    study:      Exod.    1:8-20;     Matt.    2:13-15,     ig-21 ; 
2  Kings  11:  1-3;    Ps.  2>3'-  10-22;    "Men  of  the  Bible" 
series,  Moses,  pp.  1-20. 
Illustrative  Material  and  Suggestions. 

Pictures  :  "  Moses  Exposed  on  the  Nile,"  Dore;  "  Moses 
Hidden  by  His  Mother,"  Diisseldorf;  "Moses  Found 
by  Pharaoh's  Daughter,"  Shopin ;  "  The  Finding  of 
Moses,"  Delaroche ;  "  Moses  Exposed  on  the  Nile," 
Perrault ;  "  Moses  Saved  from  the  Nile,"  Raphaellino. 
(Select  from  the  above.) 
Blackboard :  Print  the  memory  verse  in  plain,  neat  let- 
ters, and  uncover  when  needed. 
Objects:  Papyrus  plant,  woven  reeds,  bitumen.  (From 
Bancroft's  Biblical  Object  Charts.) 


Primary  Course  of  Study     99 

Connecting  Links. 
Review  the  last  lesson.    We  have  seen  that  God  cares  for 
men  —  for    his    messengers.      But    God    also    cares    for 
others.     Our  story  today  is  about  how  God  cared  for  a 
little  baby  boy. 

Pf-eparaticn. 
Recall  home  life  and  scenes.  The  baby  in  the  home. 
The  mother  and  father,  the  brother  and  sister,  love  for 
the  baby.  The  parents  watch  over  the  baby,  care  for  it, 
and  protect  it  from  all  harm.  Our  story  today  is  about 
a  little  baby  boy  and  the  wonderful  way  in  which  he  was 
kept  from  harm. 

Presentation. 

Present  the  story  matter  in  the  following  detail: 

1.  The  Hebrews  in  Egypt. 

a)  Their  great  numbers. 

b)  Their  heavy    burdens  —  at   work    for   the   king. 

c)  The  king's  wickedness  in  oppressing  them. 

2.  The  wicked  conmiand  of  the  king. 

a)  Intended  to  prevent  the  increase  of  the  Hebrews. 

b)  The  spies  sent  to  watch  the  Hebrews. 

3.  The  birth  of  the  baby. 
o)  The  parents'  joy. 

b)  Joy  of  the  brother  and  sister,  Aaron  and  Miriam. 

c)  Sorrow  in  the  thought  of  the  king's  wicked  com- 
mand. 

4.  The  plan  to  save  the  baby. 

a)  The  making  of  the  basket  of  bulrushes. 

b)  The  careful  placing  of  the  baby  in  the  basket. 

c)  Setting  the  basket  afloat  on  the  Nile. 

d)  The  mother's  trust  in  God  and  prayer  to  him. 

e)  The  watch  of  Miriam  the  sister. 


loo  Bible-School  Curriculum 

5.  The  baby  saved  and  cared  for. 

a)  The  princess  with  her  attendants  comes  to  bathe 
in  the  river. 

b)  The    baby  is  discovered  and  saved. 

c)  The  mother  called  and  given  the  baby  to  nurse. 

d)  The  return  home. 

6.  The   thankfulness   of   all    in   the   home    for   God's 
wonderful  care. 

Desired  Results.     (Impressions.) 

Strengthening  of  the  impression  already  gained  of  God's 
control  of  all  things ;  not  limited  to  the  use  of  one  class 
of  agents;  here  uses  people  to  do  his  will.  God's  love 
leads  him  to  care  for  those  in  need.  The  parents  of 
Moses  trusted  in  God  just  as  Elijah  did;  they  did  all 
they  could  to  help;  and  God  cared  for  their  beautiful 
boy  baby  Moses.  We  must  trust  in  God's  care  and  do 
all  we  can  to  help  him  in  caring  for  all. 

Memory  Verse. 
"The  Lord  is  good"  (Ps.  34:8). 

Home  Work. 

Review  of  the  lesson.  Parents  help  the  child  to  retell 
the  story  in  his  own  words.  Give  a  tracing  outline  of  the 
little  basket-boat  for  the  child  to  copy,  and  on  the  same 
card  print  again  the  memory  verse.  Paste  this  card  in 
the  lesson-book  with  Delaroche's  picture,  "The  Finding 
of  Moses." 

Lesson  4 
caring  for  ishmael  and  hagar 
Lesson  Material. 

For  story:     Gen.   21:8-20. 

For  study:     Gen.  16:1-16;    i  Kings  19:1-8;    "Men  of 
the  Bible"  series,  Abraham,  pp.  88-95. 


Primary  Course  of  Study     ioi 

Illustrative  Material  and  Suggestions. 

Pictures :      "  Hagar    and    Ishmael    in    the    Wilderi-kess," 
Murat;     "Abraham    Sends    Hagar    Away,"    Vernet; 
"Hagar  and  Ishmael  in  the  Desert,"  Coply;    "Hagar 
and  Ishmael,"  Liska.     (Select  from  above.) 
Blackboard :     Print  the  memory  verse  in  plain,  neat  let- 
ters, and  uncover  when  needed. 
Sand-table :     Present  the  desert  scene :    tents  of  Abra- 
ham in  the  distance ;    some  small  shrubs ;    concealed 
well. 
Connecting  Links. 
Briefly  review  the  last  two  lessons,  comparing  the  ways 
in  which  God  cared  for  Elijah  and  for  Moses  the  little 
baby  boy.     Our  lesson  today  tells  of  God's  care  for  an 
older  boy  and  his  mother  who  were  lost  in  a  desert. 

Preparation. 

Describe  a  desert.  Compare  with  some  known  barren 
land.  Speak  of  the  heat  and  the  scarcity  of  water. 
Recall  times  when  the  pupils  have  taken  long  journeys 
on  hot  days  —  have  become  very  thirsty.  Show  need  of 
water  to  sustain  life.  Our  story  today  is  of  a  boy  and 
his  mother  traveling  in  the  desert,  and  of  how  God 
cared  for  them. 

Presentation, 
Present  the  story  matter  in  the  following  detail: 

1.  The  great  chief  Abraham. 

a)  His  home  and  household  —  describe. 

b)  His  two  sons,  Ishmael  and  Isaac. 

c)  Abraham  and  Hagar  plan  for  Hagar's  journey. 

2.  The  departure  for  Egypt,  Hagar's  old  home. 

a)  Preparations  —  securing  of  food,   drink,  etc. 

b)  The  start  early  in  the  morning. 

c)  The  journey  as  far  as  the  desert. 


102  Bible-School  Curriculum 

3.  In  the  desert. 

a)  The  barren   country;    the   heat;     difficulties   of 
travel. 

b)  At  last  the  drinking-water  all  used, 

c)  Ishmael's  cry. 

d)  Hagar's  prayer  to  God. 

e)  God  hears  the  cry  and  the  prayer;    answers  by 
showing  Hagar  the  well  of  water. 

4.  Hagar's  and  Ishmael's  thankfulness  to  God  for  his 
care. 

Desired  Results.     (Impressions.) 

Deepening  of  the  impression  of  God's  knowledge  of  our 
needs,  and  of  his  love  which  impels  him  to  care  for  those 
in  need.  Elijah  trusted  God  and  was  cared  for;  the 
parents  of  Moses  trusted  God,  and  their  baby  was  cared 
for ;  Hagar  trusted  God  and  prayed  to  him,  and  he  cared 
for  her  boy  and  herself  in  the  desert.  He  cared  for  them 
by  guiding  the  mother.  God  hears  prayer  today  and 
cares  for  those  who  trust  him.  We  must  trust  him  and 
pray  for  his  care. 

Memory  Verse. 

"The  Lord  is  good"  (Ps.  34:8). 

Home  Work. 

Review  of  the  lesson.  Parents  help  the  child  to  retell 
the  story  in  his  own  words.  Give  a  tracing  outline  of  a 
stone  well  in  a  desert,  and  have  the  child  print  again  the 
memory  verse  on  the  card.  Paste  this  card  in  the  lesson- 
book  with  Liska's  picture  of  "  Hagar  and  Ishmael." 

Lesson  5 
caring  for  many 
Lesson  Material. 

For  story:     Exod.   16:1-36;    17:1-6;    Numb.  20:1-11: 
Josh.  5 :  12. 


Primary  Course  of  Study     103 

For  study:  Deut.  8:3;  Numb.  11:4-9;  Matt.  15:32; 
article  "  Manna  "  in  Bible  Dictionary;  Geikie's  Hours 
■with  the  Bible,  Vol.  II,  pp.  120-28. 

Illustrative  Material  and  Suggestions. 

Pictures  :  "  Moses  Striking  the  Rock,"  Raphael ;  water- 
carriers  ;    caravans  in  the  desert. 

Blackboard :  Desert  scene :  mountains  in  the  back- 
ground; plains  dotted  with  tents.  Print  the  words  of 
the  memory  verse  of  preceding  lessons  over  the  scene. 
At  the  close  of  the  lesson  add  the  words  "  to  all "  mak- 
ing the  new  memory  verse,  and  underneath  the  picture 
print  the  words  (recalled  from  the  pupils)  Elijah, 
Moses,  Ishmael,  Many  People. 

Connecting  Links. 
Review  briefly  the  last  lesson.  We  have  seen  how  God 
in  different  ways  cared  for  one  of  his  servants,  Elijah; 
for  a  little  baby  boy,  Moses ;  and  for  a  boy  and  his 
mother,  Ishmael  and  Hagar,  who  were  lost  in  the  desert. 
But  God  can  care  for  a  great  many  just  as  easily  as  he 
can  for  one,  and  our  story  today  tells  of  his  care  for  a 
great  many  people. 

Preparation. 

Recall  to  mind  what  the  class  knows  of  a  desert. 
(Review  last  lesson  for  this.)  Question  upon  a  journey 
some  of  the  class  may  have  taken.  What  was  needed  in 
traveling?  Food  and  drink.  Sometimes  they  can  stop 
at  stations  and  get  food,  but  sometimes  have  to  take 
supply  with  them.  What  would  happen  if  the  supply 
of  food  and  drink  gave  out?  Our  story  today  is  about 
how  God  cared  for  a  great  many  people  who  were  travel- 
ing in  the  desert  when  their  supply  of  food  and  drink 
gave  out. 


I04  Bible-School  Curriculum 

Presentation. 

Present  the  story  matter  in  the  following  detail: 

1.  The  Hebrews  in  Egypt. 

a)  Their  great  numbers. 

b)  The  oppression  by  the  wicked  Egyptian  king. 

c)  God's  plan  for  their  deliverance. 

d)  Moses  appointed  their  leader  and  guide. 

e)  He  gives  directions  about  the  journey. 

2.  The  preparations  for  the  journey. 

a)  They    gather    together    all    their    possessions  — 
flocks,  herds,  household  goods,  etc. 

b)  They  prepare  large  quantities  of  food  and  many 
skins  of  water. 

c)  The  final  preparations  —  last  meal  —  during  the 
night  ready  for  an  early  start. 

3.  The  journey. 

a)  The  great  numbers  who  started. 

b)  The  difficulties  of  the  journey. 

c)  God's  care  given  —  protection,  guidance. 

4.  In  the  wilderness  or  desert. 

o)  The  bread  gives  out,   and  the   people  murmur 
against  Moses. 

b)  God's  promise  of  food. 

c)  The  wonderful  supply  of  manna. 

d)  The  manna  given  until  they  come  to  the  end  of 
their  long  journey. 

e)  The  water  brought  from  the  rock  at  Rephidim. 

Desired  Results.  (Impressions.) 
Widening  and  deepening  of  the  impression  of  God's  care 
and  control  to  include  all  people.  The  largeness  of  God's 
love  —  not  confined  to  a  few  nor  to  any  one  class  of 
people.  Our  love  in  helpfulness  must  not  be  given  to  a 
few,  but  go  out  to  all. 


Primary  Course  of  Study  105 

Memory  Verse. 

"  The  Lord  is  good  to  all  "  (Ps.  145  :  9). 

Home  Work. 

Review  of  the  lesson.  Parents  help  the  child  to  retell 
the  story  in  his  own  words.  Give  a  tracing  outline  of 
the  blackboard  scene,  made  as  simple  as  possible,  and 
print  the  new  memory  verse  on  this  card.  Picture  for 
lesson-book,  "  Caravans  in  the  Desert." 

Lesson  6 
caring  for  us 

Lesson  Material. 

For  story:    Matt.    6:25-32;     10:29-31;     Pss.    34:106; 

107:  I. 
For  study :    Luke  12 :  22-30 ;   Pss.  145  :  8-21 ;    107 :  35-38 ; 

Phil.  4:  19. 

Illustrative  Material  and  Suggestions. 

Pictures:  "Swallows,"  "Sparrows,"  M.  Laux;  "Apple 
Blossoms,"  "Golden  Rod,"  "Iris,"  "Ruby-Throated 
Humming-Bird,"  "Bluebird,"  and  "Robin"  (Nature 
Study  Publishing  Co. ;  select  from  above)  ;  "  The 
Angelus,"  Millet. 

Blackboard:  Print  the  memory  verse  in  attractive 
letters,  and  uncover  when  needed. 

Connecting  Links. 

Briefly  review  the  preceding  lessons,  recalling  the  ways 
in  which  God  cared  for  the  different  ones.  He  cared  not 
for  a  few,  but  for  many;  not  for  men  alone,  but  for 
children  —  boys  and  girls  —  and  women.  Will  God  care 
for  us  as  he  did  for  those  about  whom  we  have  been 
studying?    Our  lesson  today  will  answer  this  question. 


io6  Bible-School  Curriculum 

Preparation. 

Speak  of  the  parents'  care  for  the  different  things  in  the 
house.  To  what  do  they  give  the  most  care?  How 
strange  it  would  be  not  to  care  for  what  we  love  best. 
Our  story  today  tells  us  something  more  about  God's 
love,  of  his  care,  and  of  what  he  has  promised  to  do. 

Presentation. 

Present  the  story  matter  in  the  following  detail : 

1.  God's  care  for  the  birds. 

a)  The  great  number  of  birds  of  all  kinds. 

b)  They   do   not    sow,    nor   reap,   nor   gather   into 
barns. 

c)  God   knows    their   needs,   continually   thinks   of 
them,  supplies  them  with  food. 

2.  God's  care  for  the  flowers. 

a)  The  great  variety  of  flowers. 

b)  They  do  not  toil  nor  spin, 

c)  They  live  but  a  little  while. 

d)  But  are  made  very  beautiful  by  God. 

3.  God's  love  for  us. 

a)  We  are  of  more  value  than  all  the  birds  and 
flowers. 

b)  God  knows  all  about  us. 

c)  He  never  forgets  us. 

d)  He  wants  us  to  trust  him. 

e)  He  promises  to  care  for  us  in  every  way. 

4.  Our    thankfulness    to    God    for    all    his    goodness. 
(Show  the  "Angelus.") 

a)  For  food,  clothing,  shelter, 

b)  For  parents,  teachers. 

c)  For  companions,  books,  etc. 
Desired  Results.     (Ideas.) 

A  clear  idea  of  the  goodness  of  God  in  caring  for  each 
one.     A  clear  recognition  of  the  fact  that  God  promises 


Primary  Course  of  Study     107 

to  care  for  each  one.  An  outgoing  of  the  child's  nature 
in  a  personal  trust  in  God  for  all  things,  and  thankfulness 
to  him  for  his  many  blessings. 

Memory  Verse. 

"He  careth  for  you"  (i  Pet.  5:7b). 

Home  Work. 

Review  of  the  lesson.  Parents  help  the  child  to  retell 
the  story  in  his  own  words.  Picture  for  lesson-book, 
Millet's  "The  Angelus."  Print  the  memory  verse  be- 
neath the  picture. 

Lesson  7 
helping  god  care  for  all 
Lesson  Material. 

For  'story:  Prov.  12:  10  a;  Gen.  24:  19,  20,  31,  32;  Exod. 
2  :  16,  17 ;   3:1;    Ps.  23  :  2a;   Luke  6 :  35,  36. 

Illustrative  Material  and  Suggestions. 

Pictures :  "  The  Pet  Bird,"  von  Bremen ;  "  At  the 
Watering  Trough,"  Dagnan-Bouveret ;  "  Feeding  the 
Hens,"  Millet;  "The  Sheepfold,"  Pierce;  "In  the 
Meadow,"  Dupre. 

Blackboard:  Print  the  memory  verse  in  attractive  let- 
ters, and  uncover  when  needed. 

Connecting  Links. 
We  have  had  many  lessons,  many  stories,  which  show  us 
that  God  cares  for  all  things.     But  he  does  not  do  this 
work  all  alone;    he  has  helpers.     In  our  story  today  we 
shall  learn  something  about  his  helpers. 

Preparation. 
Question  concerning  the  children's  interest  in  the  things 
in  their  own  homes.     Do  they  take  care  of  their  own 
things?     Do  they  help  mother  and  father  take  care  of 


io8  Bible-School  Curriculum 

their  things?    Why  do  they  do  this?     (Because  of  love.) 
Do  mother  and  father  like  to  have  them  do  this  ?     Our 
story  today  is  about  God  our  heavenly  Father,  and  what 
he  wants  his  children  to  do  for  him. 
Presentation. 

Present  the  story  matter  in  the  follovv^ing  detail : 

1.  People  who  love  God  show  their  love. 

a)  They  remember  his  care  for  all  things. 

h)  They  are  kind  to  all. 

c)   By  so  doing  they  are  like  God  —  they  help  him. 

2.  Helping  in  the  care  of  animals. 

a)  Rebekah  and  Laban  caring  for  the  camels. 
h)  Moses  caring  for  his  flock. 
c)  David  caring  for  his  flock. 

3.  Helping  in  the  care  of  people. 

a)  The  poor  widow  helping  God  care  for  Elijah. 

(Review  from  Lesson  2.)      She  gave  what  she 

had;    God  used  what  she  gave;    God  gave  her 

much  more. 
h)  Miriam  helping  God  care  for  Moses.     (Review 

from  Lesson  3.)     Miriam  watching  baby  Moses; 

she  asks  the  princess  if  she  shall  call  a  nurse; 

she  calls  the  baby's  mother  to  be  the  nurse. 

4.  We  must  help  in  the  care  of  all. 

a)  God  cares  for  all  —  is  kind  to  all. 
h)  We  are  his  children. 

c)  We  must  try  to  be  like  him. 

d)  We  must  help  care  for  all  and  be  kind  to  all. 
Desired  Results.     (Ideas  linked  with  desire.) 

Reviving  in  consciousness  the  thought  of  God's  univer- 
sal care,  extending  to  all  living  things.  He  is  our  Father; 
we  are  his  children.  We  ought  to  want  to  help  our 
Father  in  his  work.  This  is  one  way  of  showing  to  him 
our  love  and  thankfulness. 


Primary  Course  of  Study     109 

Memory  Verse. 

"Love  ....  is  kind"  (i  Cor.  13:4a). 

Home  Work. 

Review  of  the  lesson.  Parents  help  the  child  to  retell 
the  story  in  his  own  words.  Give  the  child  a  card  with 
the  memory  verse  printed  at  the  top,  and  have  the  child 
write  on  this  card  ways  in  which  in  the  home  he  can 
help  God  care  for  all  things.  Picture  for  lesson-book, 
Dagnan-Bouveret's  "  At  the  Watering  Trough." 

Lesson  8 

REVIEW 

Plan. 
Try  to  lead  the  child  to  express  himself  freely  —  in  his 
own  words,  and  in  his  own  way  and  order  —  along  the 
following  lines : 

1.  The  need  of  care  for  all. 

2.  Different  ways  in  which  God  cared  for  people. 

3.  The  love  of  God  in  caring  for  all. 

4.  What  God  has  done  for  each  child. 

5.  The  love  of  God  —  personal  —  for  each  child. 

6.  Our  thankfulness  to   God. 

7.  Our  thankfulness  and  love  shown  by  helping  God; 
by  trying  to  be  like  him ;   by  being  kind  to  all. 

8.  Ways  in  which  they  may  have  helped  God. 

In  connection  with  the  above  plan  of  developing  the 
review-thought  use  the  pictures,  blackboard  sketches,  and 
other  illustrative  aids  when  needed. 

Desired  Results. 

Correcting  any  wrong  impressions  which  may  have  been 
gained.  Making  permanent  the  right  impressions  and 
ideas  gained,  by  a  free  expression  of  such  on  the  part  of 


no  Bible-School  Curriculum 

the   children.      Strengthening   of   the   desire   to   help   in 

caring   for  all   by  suggestions   from  the  class  and  the 

teacher. 

Note. —  With    the    pictures    given    the    children    for    their 

lesson-books  there  should  be  given  the  memory  verse  lightly 

printed  on  cards  or  heavy  paper,  which  the  children  can  trace 

over  after  pasting  the  card   in  the  book.     Children  who   can 

print  might  do  without  the  use  of  the  tracing  outline. 


§  3.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  C 

A.       REFERENCE   READING    FOR   THE    TEACHER 

Baldwin,  Old  Stories  of  the  East  (American  Book  Co.,  New 

York). 
Bennett  and  Adeney,    The  Bible  Story    (The   Macmillan   Co., 

New  York). 
Foster,  The  Story  of  the  Bible  (Charles  Foster  Publishing  Co., 

Philadelphia). 
Geikie,   Old   Testament   Characters    (James   Pott   &   Co.,    New 

York). 
Geikie,  A  Short  Life  of  Christ  (James  Pott  &  Co.,  New  York). 
Guerber,  The  Story  of  the  Chosen  People  (American  Book  Co., 

New  York). 
Ottley,  A  History  of  the  Hebrews  ^The  Macmillan  Co.,  New 

York). 
Smyth,  How  We  Got  Otir  Bible  (James  Pott  &  Co.,  New  York). 

B.      SUrPLEMENTAL    READING    FOR    THE    PUPIL 

Baldwin,  The  Shepherd  Pslam  for  Children  (F.  H.  Revell  Co., 

Chicago). 
Brown,   The  Bible   in   Lesson   and   Story    (United    Society   of 

Christian  Endeavor,  Boston). 
Endicott,  Stories  of  the  Bible,  Vol.  I  (Educational  Publishing 

Co.,  Boston). 
Lawson,   The  Lord's  Prayer  for  Children    (F.   H.   Revell  Co., 

Chicago). 
Scudder,  Attractive  Truths  in  Lesson  and  Story  (F.  H.  Revell 

Co.,  Chicago). 


Primary  Course  of  Study  hi 

§4.   outline  of  the  course  for  grade  d 

GRADE  SUBJECT  :      GOD  THE  LOVING  FATHER  PROVIDING  WISE  LAWS 
FOR  HIS   CHILDREN 

Part  I.    The  Child  and  Himself. 

Topic  I — The  law  of  the  body. 

"  Glorify  God  in  your  body  "  (i  Cor.  6  :  20b). 

1.  The  story  of  the  house  wonderful.     (Wonders  of  our 
bodies.) 

2.  Daniel  and  his  companions. 

3.  The  wise  king's  advice. 

Topic  2 — The  law  of  the  mind. 

"  Whatsoever  things  are  true  ....  pure  ....  think  on  these 
things"  (Phil.  4:  8). 

4.  The  story  of  Timothy  —  the  boy  who  studied. 

5.  Mary  learning  of  Jesus. 

6.  Following  after  wisdom. 

Topic  3 — The  law  of  the  soul  (character). 

"  Be  ye  doers  of  the  word  and  not  hearers  only  "  (Jas.  i  :  22). 

7.  Moses's  noble  choice  —  to  help  his  people. 

8.  Joshua's  noble  choice  —  to  serve  God. 

9.  The  story  of  Samuel  —  the  boy  who  lived  true. 

ID.   The  rock  and  sand  foundations.  (Closing  section  of 
the  Sermon  on  the  Mount.) 

11.  Review, 

Part  2.    The  Child  and  Others. 

Topic  4—  One  law  of  the  home  :  obedience  to  parents. 

"Honor  thy  father  and   thy  mother"    (Exod.   20:12). 

12.  Joseph  obeying  his  father. 

13.  Jesus  obeying  his  parents. 

14.  Honoring  our  parents. 


112  Bible-School  Curriculum 

Topic  5— A  second  law  of  the  home :  brotherly  kindness. 
"Be  ye  kind  one  to  another"   (Eph.  4:32). 

15.  Esau's  kindness  to  Jacob. 

16.  Joseph's  kindness  to  his  brothers. 

17.  Jonathan's  kindness  to  David. 

18.  Review, 

Topic  6 — The  law  of  helpfulness. 

"By  love  serve   one  another"    (Gal.   5  :  13&). 

19.  Esther  helping  her  people. 

20.  Elisha  helping  the  Shunammite  woman. 

21.  The  story  of  the  Good  Samaritan. 

Topic  7 — The  law  of  truthfulness. 

"  Speak    ye    every    man    the    truth    to    his    neighbor "    (Zech. 
8:  16&). 

22.  Samuel  telling  the  truth  to  Eli. 

23.  Jonathan  telling  the  truth  to  David 

24.  The  prophet  (Micaiah)  telling  the  truth  to  the  king. 

25.  Review. 

Topic  8 — The  law  of  unselfishness. 

"Thou   shalt   love   thy   neighbor   as   thyself"    (Matt.    22:39). 

26.  The  story  of  the  separation  of  Abram  and  Lot. 

27.  Judah  and  Benjamin  before  Joseph  in  Egypt. 

28.  The  story  of  Ruth  and  Naomi. 

Topic  9  — The  law  of  kindness  to  all. 

"  Be  kindly  affectioned  one  to   another  with  brotherly  love " 
(,Rom.  12  :  loa). 

29.  God's  kindness  to  all. 

30.  David's  kindness  to  Mephibosheth. 

31.  Barzillai's  kindness  to  David. 

32.  Review. 


Primary  Course  of  Study  113 

Part  3.     The  Child  and  God. 

Topic  10 — The  law  of  trust 

"Trust  in  him  at  all  times"   (Ps.  62:8). 
S2.    David  trusting  God. 

34.  Hezekiah  trusting  God. 

35.  Our  trusting  God. 

Topic  II — The  law  of  obedience. 

"Thou   shalt   obey   the   voice   of  the  Lord   thy   God"    (Detit. 
27  :  100). 

26.  Noah  obeying  God. 

27.  Moses  obeying  God. 

38.  Our  obeying  God. 

39.  Review. 

Topic  12 — The  law  of  God's  day. 

"Remember  the  sabbath  day  to  keep  it  holy"   (Exod.  20:8). 

40.  The  creation  and  the  blessing  of  the  seventh  day. 

41.  God  teaching  his  people  about  the  sabbath. 

42.  Our  keeping  the  sabbath. 

Topic  13 — The  law  of  God's  house. 

"  Enter  into  his  gates  with  thanksgiving  and  into  his  courts 
with  praise"  (Ps.  100:4a). 

43.  The  beautiful  temple  of  the  Lord. 

44.  Giving  to  the  temple. 

45.  Loving  God's  house. 

Topic  14 — The  law  of  God's  name. 

"  Thou  shalt  not  take  the  name  of  the  Lord  thy  God  in  vain  " 
(Exod.  20  :  70). 

46.  Loving  and  honoring  the  name  of  God. 


114  Bible-School  Curriculum 

Topic  15 — The  law  of  prayer. 

"Watch  and  pray  that  ye  enter  not  into  temptation"   (Matt. 
26  :  41a). 

47.  Jesus  praying  for  himself. 

48.  Jesus  praying  for  his  disciples. 

49.  Our  praying  for  help. 

50.  Review.     Also  teaching  and  memory  work  on  the 
commandments : 


COMMANDMENT 

LESSONS 

III 

46 

IV 

40,    41,    42 

V 

12,    13,    14 

IX 

22,  23,  24 

Special  Lessons. 

51.  The  Christmas  lesson   (in  its  proper  place). 

52.  The  Easter  lesson   (in  its  proper  place). 


§  5.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  D 

(Lessons  7-10) 

Lesson  7 

moses's  noble  choice 

Lesson  Material. 

For  story:     Exod.  i :  22  — 2  :  iia;   3'i-io;    4:18,20-23, 

27-31. 
For  study:    Acts   7:18-36;    Heb.    11:24-26;     Gen.    13: 
8,  9;    "Men  of  the  Bible"  series,  Moses,  pp.  5i-6o» 
70-84;    Geikie,  Hours  with  the  Bible,  Vol.  II,  pp.  61- 
67,  75-77. 
Illustrative  Material  and  Suggestions. 

Pictures:      "Moses    and    the    Burning    Bush,"    Dore; 
"Moses  and  Aaron  before  Pharaoh,"  Dore. 


Primary  Course  of  Study     115 

Blackboard :  Sketch  at  the  left  of  the  board  a  palace  and 
at  the  right  a  bit  of  valley  and  mountain  —  flock  of 
sheep  in  the  foreground,  several  tents  in  background. 

Connecting  Links. 
Review  the  last  lesson  briefly,  and  have  the  law  of  the 
mind  repeated.  We  have  learned  what  God  wants  us  to 
do  that  we  may  have  the  purest  and  best  minds ;  now  we 
are  to  learn  what  he  would  have  us  do  that  our  char- 
acters, our  lives,  may  be  strong  and  true. 

Preparation. 
Question  the  children  about  the  times  when  they  had  to 
make  a  choice.  Do  they  sometimes  have  to  choose  be- 
tween being  selfish  or  unselfish?  Which  is  the  better, 
nobler  choice?  Is  it  always  easy  to  choose  to  be  unself- 
ish? Our  story  today  is  about  a  choice  made  by  Moses, 
about  whom  we  have  already  had  several  stories.  We 
shall  see  what  kind  of  a  choice  it  was,  and  I  think  it  will 
help  us  to  understand  a  little  better  how  it  was  that 
Moses  became  such  a  great  and  good  man. 

Presentation. 

Present  the  story  matter  in  the  following  detail : 

1.  Moses's    early    life.       (Briefly    review    Lesson    3, 
Grade  C.) 

a)  The  birth. 

b)  Adoption  by  the  king's  daughter. 

c)  Early  training  at  the  court. 

2.  Moses's  noble  choice. 

a)  Sees  his  people's  suff"erlng. 

b)  Wishes  very  much  to  help  them. 

c)  Finally  chooses  to  give  up  his  position  to  help 
them. 

d)  Tries  at  first  to  help  them  in  his  own  way. 

e)  Then  waits  for  God  to  show  him  the  way. 


ii6  Bible-School  Curriculum 

3.  Moses  learns  the  way  to  help  his  people. 

a)  Goes  to  the  pasture  lands  of  Midian. 

b)  Becomes  a  shepherd  and  keeps  Jethro's  flocks. 

c)  At  last  God  speaks  to  him  and  tells  him  how  he 
can  help  the  people. 

d)  Moses  listens  to  God  and  obeys. 

4.  Moses's  return  to  his  people. 

a)  Upon  leaving,  Jethro  blesses  him. 

b)  God  encourages  him. 

c)  Aaron  meets  him  and  goes  with  him  to  Egypt. 

d)  He  tells  the  people  that  he  has  come  to  help 
them. 

e)  The  people  gladly  receive  him. 

Desired  Results. 
The  idea  that  doing  unselfish  acts  helps  to  make  strong, 
true  characters  or  lives.  Inspiring  the  child  to  unselfish- 
ness of  action  as  a  basis  for  such  character.  Not  always 
easy  to  choose  the  best  things  —  not  always  easy  to  do 
that  which  we  choose.  We  must  not  only  know  about  the 
unselfish  things  to  do,  but  we  must  do  these  unselfish 
things.  It  is  not  enough  to  hear  about  unselfish  acting 
and  of  the  unselfish  actions  of  others ;  we  ourselves  must 
do  unselfish  deeds  if  we  are  to  grow  into  strong  and  true 
men  and  women.  God  was  with  Moses;  so  he  will  be 
with  us  to  help  us. 

Memory  Verse. 

"Be  ye  doers  of  the  word  and  not  hearers  only"   (Jas. 
1:22). 

Home  Work. 
Review  the  lesson  story.  Picture  for  the  "  Book  of  God's 
Laws "  — "  Moses  and  Aaron  before  Pharaoh,"  Dore. 
Print  the  law,  "  Be  ye  doers  of  the  word  and  not  hearers 
only."  Paste  beneath  it  the  picture,  and  beneath  the  pic- 
ture print  the  word  Moses. 


Primary  Course  of  Study     117 

Lesson  8 
Joshua's  noble  choice 
Lesson  Material. 

For  story:    Josh,  i :  1-9;    24:  i,  14-18,  24-27. 
For  study:     Gen.   18:19;    Deut.  4:9-10;    6:4-9;    Ruth 
1:15-17;    I   Kmgs   18:17-39;    John  6:66-69;     "Men 
of  the  Bible"  series,  Joshua,  pp.  196-201. 
Illustrative  Material  and  Suggestions. 

Pictures:     "Moses's  Successor,"  von  Schnorr;    "Israel- 
ites   Worshiping   the    Golden    Calf,"    Raphael ;     "  The 
Vale  of  Shechem "    (from  nature). 
Blackboard :     Print  the  memory  verse  in  plain,  attractive 

letters,  and  uncover  when  needed. 
Word-picture :  Present  a  word-picture  of  the  scene :  the 
valley  between  the  two  mountains ;  the  great  crowds ; 
Joshua  the  leader;  his  earnest  words;  the  sorrow  of 
the  people;  their  promise;  the  setting  up  of  the  wit- 
ness stone. 
Connecting  Links. 

Review  the  last  lesson.  We  have  learned  that  unselfish 
choices  and  actions  help  to  make  true,  good  lives.  But 
there  are  other  kinds  of  choices  to  be  made,  and  today 
we  are  to  learn  about  one  of  them. 
Preparation. 
Again  question  the  children  about  the  times  when  they 
had  to  make  a  choice.  Are  they  sometimes  tempted  to 
do  wrong?  They  have  to  choose  then  between  doing 
right  and  doing  wrong.  Which  is  the  better,  nobler 
choice?  Is  it  always  easy  to  choose  the  right?  Our 
story  today  is  about  a  choice  made  by  a  great  captain, 
Joshua.  We  shall  see  what  he  chose  to  do,  and  I  think 
it  will  help  us  to  understand  why  Joshua  became  such  a 
great  and  good  man. 


ii8  Bible-School  Curriculum 

Presentation. 

Present  the  story  matter  in  the  following  detail : 

1.  Joshua  the  new  leader, 
o)   Moses's  death. 

b)  Joshua  chosen  leader. 

c)  God's  command  to  Joshua  to  study  and  follow 
his  law. 

d)  God's  promise  to  be  with  him  in  his  new  work. 

2.  The  people's  wickedness. 

a)  Disobeyed  God's  commands. 

b)  Worshiped  idols. 

c)  Forgot  God's  goodness  to  them. 

3.  Joshua's  noble  choice. 

a)  He  gathers  all  the  people  together. 

b)  Recalls  to  mind  all  that  God  has  done  for  them. 

c)  Commands  them  to  put  away  idols. 

d)  Tells  them  of  his  choice  —  to  serve  God. 

e)  The  people  follow  his  example  and  promise  to 
serve  God. 

/)  The  stone  witness  to  the  promise. 
Desired  Results. 

The  idea  that  choosing  and  doing  right  also  helps  to 
make  strong,  true  characters  or  lives.  Inspiring  the  child 
to  chose  the  right  under  all  circumstances  as  a  further 
basis  for  such  a  character.  Not  always  easy  to  choose 
the  right;  not  always  easy  to  do  the  right.  This  takes 
true  courage.  We  must  not  only  know  what  is  right,  but 
we  must  do  what  is  right.  It  is  not  enough  to  hear  about 
the  right  actions  of  others ;  we  ourselves  must  do  right 
deeds,  if  we  are  to  grow  into  strong  and  true  men  and 
women.  God  was  with  Moses  and  helped  him  to  be  un- 
selfish ;  he  was  with  Joshua  and  helped  him  to  do  what 
•was  right ;  so  he  will  be  with  us  to  help  us  make  unself- 
ish and  right  choices,  and  do  unselfish  and  right  acts. 


Primary  Course  of  Study     119 

Memory  Verse. 

"  Be  ye  doers  of  the  word  and  not  hearers  only  "  ( Jas. 
1 : 22). 

Home  Work. 

Review  the  lesson  story.  Picture  for  the  "  Book  of  God's 
Laws  "  —  "  Moses's  Successor,"  von  Schnorr.  Print  the 
law :  "  Be  ye  doers  of  the  word  and  not  hearers  only." 
Paste  beneath  it  the  picture  and  beneath  the  picture  print 
the  word  Joshua. 

Lesson  9 
the  story  of  samuel,  the  boy  who  lived  true 
Lesson  Material. 

For  story:     i  Sam,  1:20,  24-28;    2:18,  19,  26;    3:1-4, 

11-21;  4:10;  8:1-5,21,22;   11:14,15;    12:1-5,19-24. 

For  study:    "Men  of  the  Bible"  series,  Samuel;   Geikie, 

Hours  with  the  Bible,  Vol.  Ill,  pp.  35-54;    Gaskoin, 

Children's  Treasury  of  Bible  Stories,  Part  I,  pp.  124-32. 

Illustrative  Material  and  Suggestions. 

Pictures  :     "  The  Infant   Samuel,"   Reynolds ;    "  Samuel 
Presented  to   Eli,"   Opie ;    "  Samuel   Anointing   Saul," 
von  Schnorr. 
Blackboard :     Print  the  memory  verse  in  plain,  attractive 
letters.     Beneath  the  memory  verse  print  the  words 
Doers  of  the  word,  and  beneath  these  words  the  names 
Moses  and  Joshua.     After  the  lesson  has  been  taught 
add  to  this  list  the  name  Samuel. 
Connecting  Links. 
Briefly  review  the  last  two  lessons.     These  two  lessons 
show  us  that  unselfish  and  right  actions  help  to  make 
true,  strong  characters.     Our  story  today  is  about  a  boy 
who  tried  to   be   unselfish   and  to   do   right  acts   at  all 
times.     We  shall  learn  about  what  kind  of  a  man  he 
became. 


I20  Bible-School  Curriculum 

Preparation. 

Question  the  children  as  to  the  need  of  practice.  What 
must  they  do  in  order  to  pla}^  well  the  piano,  or  to 
become  a  good  ball-player?  What  would  happen  if  we 
did  not  practice  at  all?  But  if  we  practiced  for  a  day 
and  not  again  for  a  week,  what  then  ?  If  we  want  to  do 
anything  easily  and  well,  what  then  must  we  do?  Our 
story  today  is  about  a  boy  who  practiced  doing  right  every 
day,  and  we  shall  see  what  kind  of  a  man  he  became. 

Presentation. 

Present  the  story  matter  in  the  following  detail: 

1.  Samuel  the  child, 
o)  His  birth. 

b)  His  godly  home. 

c)  Given  to  the  Lord's  service. 

2.  Samuel  the  boy. 

a)  Life  in  the  tabernacle  with  Eli. 

b)  The  vision  at  night. 

c)  Samuel  true  to  Eli  —  tells  him  all  things. 

3.  Samuel  the  man. 

a)  Becomes  a  great  prophet. 

b)  Becomes  a  judge  or  ruler  of  the  people. 

c)  Samuel  true  to  the  people  —  deals  justly  with 
them. 

4.  Samuel  in  his  old  age. 

a)  The  people  ask  for  a  king. 

b)  Samuel  chooses  a  king  for  them. 

c)  Saul  is  made  king  at  Gilgal. 

d)  Samuel  bids  the  people  farewell.  The  gathering 
of  the  people ;  Samuel's  last  public  words ;  the 
people  witness  to  his  true,  unselfish,  beautiful 
life. 


Primary  Course  of  Study     121 

Desired  Results. 

The  impression  of  the  idea  that  it  is  only  by  continually 
living  the  right  kind  of  a  life  that  our  lives  become 
strong  and  true.  It  is  the  daily  living  (practice)  that 
tells.  Samuel  lived  truly  as  a  boy,  as  a  youth,  as  a 
young  man,  as  a  man;  and  in  his  old  age  the  people 
admired  and  loved  him.  God  was  with  Moses  and 
Joshua  helping  them  to  do  right;  he  was  with  Samuel 
all  through  his  life  helping  him  to  be  true;  so  he  will 
be  with  us  if  we  try  to  be  at  all  times  doers  of  righteous- 
ness not  hearers  only. 

Memory  Verse. 

"  Be  ye  doers  of  the  word  and  not  hearers  only  "  ( Jas. 
1:22). 

Home  Work. 
Review  the  lesson  story.  Picture  for  the  "  Book  of  God's 
Laws  " — "  The  Infant  Samuel,"  Reynolds.  Print  the  law : 
"Be  ye  doers  of  the  word  and  not  hearers  only."  Paste 
beneath  it  the  picture  and  beneath  the  picture  the  word 
Samuel. 

Lesson  io 
the  rock  and  sand  foundations 
Lesson  Material. 

For  story :     Matt.  7 :  24-29. 

For  study :    Luke  6 :  13-49  \    Matt.  5:1  —  7 :  29 ;    Farrar, 
The  Life  of  Christ,  pp.  133-44;    Edersheim,  The  Life 
and  Times  of  Jesus  the  Messiah,  Vol.  I,  pp.  524-41 ; 
]\Iiller,  The  Master's  Blesseds. 
Illustrative  Material  and  Suggestions. 

Pictures :    "  The  Sermon  on  the  Mount,"  Dubuf e ;   "  The 

Mount  of  Beatitudes"  (from  nature). 
Blackboard:     Repeat  the  blackboard  work  of  Lesson  9. 
Above  this  print  the  words  God's  law,  and  beneath  the 
three  names  print  the  word  wise  (at  the  lesson  close). 


122  Bible-School  Curriculum 

Connecting  Links. 
Briefly  review  the  last  lessons.  We  have  seen  how 
Moses  and  Joshua  and  Samuel  became  true  and  noble 
men  by  daily  right  living.  We  have  today  a  story  told 
by  Jesus  many  years  ago,  which  will  tell  us  something 
more  about  our  memory  verse. 

Preparation. 
Question  the  children  as  to  what  would  happen  to  a 
house  built  upon  a  sand  foundation,  if  a  flood  should 
come.  What  would  happen  to  a  house  built  upon  a  solid 
rock  foundation.^  Our  story  today  is  one  Jesus  told  a 
long  time  ago,  about  two  men  who  built  two  houses. 
This  story  is  called  a  parable,  which  is  a  story  with  a 
hidden  meaning,  and  we  shall  try  to  find  this  hidden 
meaning. 

Presentation. 
Present  the  story  matter  in  the  following  detail : 

1.  Jesus  teaching  the  people. 

a)  Place  —  mountain  in  Galilee. 

b)  Great  crowds  listen  to  him. 

c)  Jesus  teaches  about  many  things. 

2.  The  story  of  two  builders. 

a)  One  builds  his  house  upon  a  sand  foundation. 

b)  One  builds  his  house  upon  a  rock  foundation. 

c)  The  storm  and  its  effects. 

3.  The  meaning  of  the  story. 

a)  Some  persons  are  like  the  foolish  man  —  mere 
hearers  of  the  words  of  truth  Jesus  taught. 
Right  actions  make  strong,  true  lives;  those 
who  are  only  hearers  of  the  word  are  weak; 
when  tempted,  they  fall;  they  know  the  right, 
but  have  not  formed  the  habit  of  doing  right, 
Jesus  says  such  people  are  like  the  foolish  man 
in  the  story. 


Primary  Course  of  Study     123 

b)  Some  persons  are  like  the  wise  man:  they  are 
both  hearers  and  doers  of  the  words  of  truth 
Jesus  taught.  Right  actions  make  strong,  true 
lives;  those  who  are  doers  of  the  word  become 
strong  in  right  doing;  when  tempted,  they  resist 
and  overcome  the  evil,  for  they  have  formed  the 
habit  of  doing  right.  Jesus  says  such  people 
are  like  the  wise  man  in  the  story. 
4.  These  are  Jesus'  own  words  to  warn  us  all  to  be 
doers  of  the  word  and  not  hearers  only. 

Desired  Results. 
Final  clear  idea  of  the  law  of  action  as  related  to  life. 
This  law  more  deeply  impressed  because  directly  taught 
and  illustrated  by  Jesus.  We  are  wise  if  we  follow  the 
law;  foolish,  if  we  do  not.  Every  action  counts.  Evil 
actions  make  evil  characters  or  lives ;  right  actions  make 
noble  characters  or  lives.  Jesus  wants  us  to  be  wise,  not 
foolish. 

Memory  Verse. 

"  Be  ye  doers  of  the  word  and  not  hearers  only  "   ( Jas. 

I  122). 

Home  Work. 
Review   the   lesson   story.      Picture   for  the   "  Book   of 
God's  Laws  "  —  "  The  Sermon  on  the  Mount,"  Dubufe. 
Reproduce  the  blackboard  work  on  a  card,  and  paste  this 
card  in  the  book  on  the  page  opposite  the  picture. 


§  6.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  D 

A.     REFERENCE    READING    FOR   THE    TEACHER 

Baldwin,  Old  Stories  of  the  East   (American  Book  Co.,  New 

York). 
Baldwin,   TJie  Story  of  the  Mind   (D.  Appleton  &  Co.,   New 

York). 


124  Bible-School  Curriculum 

Barnett,  The  Making  of  the  Body   (Longmans,   Green  &  Co., 

New  York). 
Bennett  and  Adeney,   The  Bible  Story    (The   Macmillan   Co., 

New  York). 
Foster,    The   Story    of   the   Bible    (Charles    Foster   Publishing 

Co.,  Philadelphia). 
Geikie,  Hours  with  the  Bibl(*  (James  Pott  &  Co.,  New  York). 
Geikie,   Old  Testament  Characters   (James   Pott  &   Co.,   New 

York). 
Guerber,   The  Story   of   the   Chosen   People    (American    Book 

Co.,  New  York). 
Ottley,  A  History  of  the  Hebrews   (The  Macmillan  Co.,  New 

York). 
Yonge,  Young  Folks'  Bible  History  J^D.  Lothrop  &  Co.,  Boston). 

B.     SUPPLEMENTAL    READING    FOR   THE    PUPIL 

Bafnard,  The  Door  in  the  Book  (F.  H.  Revell  Co.,  Chicago). 

Brown,  The  Bible  in  Lesson  and  Story  (United  Society  of 
Christian  Endeavor,  Boston). 

Dawes,  Bible  Stories  for  Children  (Thomas  Y.  Crowell  &  Co., 
New  York). 

Endicott,  Stories  of  the  Bible,  Vol.  II  (Educational  Publish- 
ing Co.,  Boston). 

Scudder,  Attractive  Truths  in  Lesson  and  Story  (F.  H.  Revell 
Co.,  Chicago). 


§  7.     OUTLINE  OF  THE  COURSE  FOR  GRADE  E 

GRADE   SUBJECT  !       GOD  THE   LOVING   FATHER   PROVIDING   GUIDANCE 
AND   HELP   FOR   HIS    CHILDREN    THROUGH 

Jesus  the  Friend  of  All. 
Topic  I — The  coming  of  the  Friend. 

1.  The  birth  of  Jesus. 

2.  The  angels'  song  and  shepherds'  visit. 

3.  The  naming  and  presentation  in  the  temple. 


Primary  Course  of  Study     125 

4.  The  visit  of  the  wise  men. 

5.  The  journey  to  Egypt  and  return. 

6.  Review. 

Topic  2 — The  Friend  preparing  for  his  work. 

7.  Growing,    Story  of  the  childhood  of  Jesus. 

8.  Obeying  his  parents.    Story  of  the  visit  to  Jerusalem. 

9.  Obeying  God.     Story  of  the  baptism. 

10.  Proving  that  he  was  ready.     Story  of  the  temptation. 

11.  Choosing  his  helpers.     Story  of  the  first  disciples. 

12.  Rei'ieiv. 

Topic  3 — The  Friend  and  the  children. 

13.  Blessing  the  little  children. 

14.  The  story  of  the  good  shepherd. 

15.  The  story  of  the  vine  and  branches. 

Topic  4—  The  Friend  in  the  home. 

16.  Helping  in  the  home.     The  miracle  at  Cana. 

17.  Bringing  joy  to  the  home.    Raising  Jairus's  daughter. 

18.  Making  the  home  better.    The  visit  to  Zaccheus. 

19.  Review.    Topics  3  and  4. 

Topic  5 — The  Friend  helping  the  needy  everywhere. 

20.  Feeding  the  five  thousand. 

21.  Stilling  the  tempest. 

22.  Healing  the  blind  and  the  deaf. 

23.  Healing  the  lame. 

24.  Healing  many  sick  in  Capernaum. 

25.  Healing  the  foreigner  —  the  gentile  woman. 

26.  Review. 

Topic  6 — The  Friend  teaching  about  many  things. 

27.  Attentive  hearing.     Story  of  the  sower. 

28.  Forgiveness.     Story  of  the  prodigal  son. 

29.  Forgiveness.     Healing  the  paralytic. 


126  Bible-School  Curriculum 

30.  Forgiveness.    Jesus   teaching  the  disciples. 

31.  Service.  Jesus  and  his  disciples  on  the  shores  of  the 
Sea  of  Galilee. 

32.  Service.     Jesus  washing  his   disciples'  feet. 

33.  Review. 

34.  The  Father's  house.    Jesus  cleansing  the  temple. 

35.  The  Father's  day.    Healing  of  the  withered  hand. 

36.  True  giving.     Story  of  the  widow's  two  mites. 

37.  How  to  treat  others.     Story  of  the  Golden  Rule. 

38.  Review. 

Topic  7 — The  Friend  teaching  about  happiness. 

39.  Blessed  are  the  poor  in  spirit.  Illustrative  story: 
the  Pharisee  and  publican. 

40.  Blessed  are  they  that  mourn.  Illustrative  story: 
the  penitent  woman. 

41.  Blessed  are  the  meek.  Illustrative  story:  Jesus  and 
his  disciples  passing  through  a  Samaritan  village. 

42.  Blessed  are  they  which  do  hunger  and  thirst  after 
righteousness.  Illustrative  story :  Jesus  in  the  home 
of  Mary  and  Martha. 

43.  Blessed  are  the  merciful.  Illustrative  story:  the 
sheep  fallen  in  a  pit. 

44.  Blessed  are  the  pure  in  heart.  Illustrative  story: 
the  story  of  Nathanael. 

45  Blessed  are  the  peacemakers.  Illustrative  story: 
the  sending  forth  of  the  Twelve. 

46.  Blessed  are  they  which  are  persecuted.  Illustrative 
story:    the  story  of  the  missionary  Paul. 

47.  Revieiv.     Memorizing  of  the  Beatitudes. 

Topic  8 — The  Friend  returning  to  his  heavenly  home. 

48.  Jesus'  death  and  resurrection. 

49.  Jesus'  last  meetings  with  his  disciples. 

50.  The  ascension  of  Jesus. 


Primary  Course  of  Study     127 

Special  Lessons. 

51.  The  Christmas  lesson  (in  its  proper  place). 

52.  The  Easter  lesson  (in  its  proper  place). 


§  8.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  E 
(Lessons  i-s) 
Lesson  i 
the  birth  of  jesus 
Lesson  Material. 
For  story :    Luke  i :  26-35 ;   2:1-7;    Matt,  i :  18-25. 
For  study:     Farrar,  The  Life  of  Christ,  chap,  i;    Eders- 
heim,  The  Life  and  Times  of  Jesus  the  Messiah,  Vol,  I, 
Book  II,  chap,  vi ;    Phelps,  The  Story  of  Jesus  Christ, 
pp.  1-22;    Bennett  and  Adeney,  The  Bible  Story,  pp. 
212-17. 
Illustrative  Material  and  Suggestions. 

Pictures:      "The    Annunciation    to    Mary,*'    Hofmann; 
"The  Arrival  at  Bethlehem,"  Mersoni;  "The  Nativity," 
Hofmann ;   "  Sistine  Madonna,"  Raphael. 
Blackboard :    Print  the  memory  verse  in  attractive  letter- 
ing, and  uncover  when  needed. 
Connecting  Links. 
We  have  been  studying  for  a  year  about  some  of  the  wise 
laws  God,  our  heavenly  Father,  has  given  us  to  guide 
us  in  our  actions.    Our  study  for  this  new  year  is  to  be 
about  Jesus,  God's  Son,  who  came  from  heaven  to  earth 
to  be  our  friend,  to  teach  us  many  things,  and  to  help  us 
do  what  God  wishes  us  to  do.     And  our  first  story  is 
about  the  coming  of  this  Friend  and  Helper. 
Preparation. 

Question  the  children  about  the  coming  of  a  little  baby 
brother  or  sister  into  the  home.     Have  they  had  such  a 


128  Bible-School  Curriculum 

one  come  to  their  home?  Were  mother  and  father 
happy?  Were  the  sisters  and  brothers  glad?  Yes,  it  is 
a  glad  time  for  all  in  the  home  when  a  little  baby  boy  or 
girl  is  given  them  to  love  and  care  for.  Our  story  today 
tells  of  the  coming  of  our  Friend  and  Helper  into  a  very 
humble  home  in  the  little  town  of  Bethlehem. 

Presentation. 

Present  the  story  matter  In  the  following  detail : 

1.  The  message  to  Mary. 

a)  The  angel  visitor. 

b)  The  wonderful  promise  of  a  son. 

c)  The  child  to  be  called  Jesus. 

d)  Promise  of  his  future  greatness. 

2.  The  vision  to  Joseph. 

a)  The  angel  of  the  Lord  appears  to  him. 

b)  He  is  told  of  the  promised  son. 

c)  The  child  to  be  called  Jesus  —  Savior. 

3.  The  birth  of  the  babe. 

a)  The  journey  to  Bethlehem. 

b)  The  arrival  at  Bethlehem. 

c)  The  babe  is  born  and  laid  in  a  manger. 

Desired  Results. 
An  awakening  of  an  interest  in  the  coming  of  the  Friend 
and  Helper.  A  sense  of  God's  goodness  in  sending  his 
Son  into  the  world  to  help  us.  A  feeling  of  gratitude 
and  love  as  a  result  of  this  manifestation  of  the  Father's 
love.  "  We  love  him  because  he  first  loved  us  "  ( i  John 
4:19),  A  consciousness  of  the  nearness  of  this  Friend 
to  all,  and  of  his  sympathy  with  all  through  his  coming 
into  the  world  as  a  little  child. 

Memory  Verse. 

"  Behold,  I  bring  you  good  tidings  of  great  joy  which 
shall  be  to  all  the  people;    for  there  is  born  to  you  this 


Primary  Course  of  Study     129 

day  in  the  city  of  David  a  Saviour,  which  is  Christ  the 
Lord"  (Luke  2:10,  11). 

Home  Work. 

The  home  work  suggested  for  the  lessons  of  this  year's 
course  is  the  making  of  an  Illustrated  Life  of  Jesus  the 
Friend  and  Helper.  The  picture  which  the  child  receives 
each  Sunday  should  be  pasted  into  an  album,  with  the 
lesson  title  over  it,  and  the  memory  verse  printed  or 
written  beneath  it.  In  addition  to  this,  the  lesson  should 
be  reviewed  each  Sunday  by  the  parents,  and  the  child 
helped  to  memorize  the  memory  verse.  Picture  for  Les- 
son Album  "The  Nativity,"  by  Hofmann, 

Lesson  2 

THE    angels'    song    AND    SHEPHERDS*    VISIT 

Lesson  Material. 

For  story:    Luke  2:8-20. 

For  study:  Edersheim,  The  Life  and  Times  of  Jesus 
the  Messiah,  Vol.  I,  Book  II,  chap,  vi;  Farrar,  The 
Life  of  Christ,  chap,  i;  Phelps,  The  Story  of  Jesus 
Christ,  pp.  22-26;  Bennett  and  Adeney,  The  Bible 
Story,  pp.  212-17. 

Illustrative  Material  and  Suggestions. 

Pictures:  "The  Arrival  of  the  Shepherds,"  LeRolle; 
"  The  Angels  and  the  Shepherds,"  Plockhorst. 

Blackboard :  Print  the  memory  verse  in  attractive  letter- 
ing, and  uncover  when  needed. 

Sand-table:  Model  the  Bethlehem  hills:  Bethlehem  in 
the  distance ;  flocks  of  sheep  in  charge  of  shepherds  in 
the  foreground;  describe  journey  of  shepherds  going 
to  Bethlehem  and  returning  to  their  flocks. 


130  Bible-School  Curriculum 

Connecting  Links. 
Briefly  review  the  last  lesson.  We  have  had  the  beautiful 
story  of  the  coming  of  the  Friend  and  Helper;  but  his 
coming  was  known  only  to  a  few  in  the  inn  at  Bethlehem. 
Our  story  today  will  tell  of  the  wonderful  way  in  which 
his  coming  was  made  known  to  others. 

Preparation. 
Recall  the  thought  of  the  baby  brother  or  sister  coming 
into  the  home.  Recall  also  the  gladness  of  all  in  the 
home.  Did  those  in  the  home  keep  this  joy  all  to  them- 
selves? Whom  did  they  tell?  How  was  the  glad  news 
made  known  to  those  who  lived  near?  To  those  who 
lived  at  a  distance?  Our  story  today  tells  of  the  wonder- 
ful way  the  glad  news  of  the  birth  of  the  Friend  and 
Helper  was  made  known  to  some  shepherds,  and  what 
they  did  when  they  heard  the  news. 

Presentation. 

Present  the  story  matter  in  the  following  detail : 

1.  The  good  news  made  known. 

a)  The  watching  shepherds. 

b)  The  angel  of  the  Lord  appears  to  them. 

c)  The  message  of  glad  tidings. 

d)  The  sign  —  the  babe  lying  in  a  manger. 

e)  The  wonderful  song  of  praise. 

2.  The  good  news  proved  true. 

o)  The  shepherds  leave  their  flocks   and  walk  to 
Bethlehem. 

b)  They  find  the  babe  lying  in  a  manger. 

c)  They  tell  the  friends  the  wonderful  story  of  the 
angels'  visit. 

d)  They  return  to  their  flocks,  praising  God. 
Desired  Results. 

A   deepening   of   the   already   awakened   interest   in   the 
Friend  and  Helper,  and  of  the  feeling  of  love  and  grati- 


Primary  Course  of  Study     131 

tude  to  the  Father.  The  angels  were  glad  and  sang 
praises  to  God ;  the  shepherds  were  glad  and  praised 
God  for  his  goodness ;  shall  we  not  also  be  glad  over  the 
"good  tidings  of  great  joy  which  shall  be  to  all  the 
people,"  and  praise  and  thank  God?  In  this  lesson  the 
children  should  gain  the  thought  that  this  Friend  and 
H  elper  is  to  be  the  Friend  and  Helper  of  all  —  children 
as  well  as  grown  people,  in  this  and  in  other  countries. 
Thus  this  lesson  might  be  the  means  of  awakening  a 
missionary  interest. 

Memory  Verse. 

"  And  the  shepherds  returned,  glorifying  and  praising 
God  for  ail  the  things  that  they  had  heard  and  seen " 
(Luke  2:  20). 

Home  Work. 

Picture  for  the  Lesson  Album  —  either  the  "Arrival  of 
the  Shepherds,"  by  LeRolle,  or  "  The  Angels  and  the 
Shepherds,"  by  Plockhorst.  Printing  or  writing  of  the 
lesson  title  over  the  picture,  and  of  the  memory  verse 
beneath  it.  Review  of  the  lesson  by  the  parents.  Memor- 
izing of  the  memory  verse. 

Lesson  3 
the  naming  and  presentation   in  the  temple 
Lesson  Material. 
For  story:     Luke  2:21-380;    1:30,  31;    Matt.  1:20,  21. 
For  study:    Exod.  13:2;   22:29;   34^20;   Numb.  3:13; 
Edersheim,  The  Life  and  Times  of  Jesus  the  Messiah, 
Vol.  I,  Book  11,  chap,  vii;    Bennett  and  Adeney,  The 
Bible  Story,  pp.  218,  219;    Farrar,  The  Life  of  Christy 
chap.  ii. 
Illustrative  Material  and  Suggestions. 

Pictures :      "  The    Presentation   in   the   Temple,"    Cham- 
paigne. 


132  Bible-School  Curriculum 

Blackboard :    Print  the  memory  verse  in  attractive  letter- 
ing, and  uncover  when  needed. 

Connecting  Links. 
Briefly  review  the  last  lesson.  We  have  heard  the  story 
of  the  coming  of  the  Friend  and  Helper,  and  of  how  the 
good  news  of  his  birth  was  told  by  the  angels  to  the 
shepherds.  We  are  to  hear  today  about  the  naming  of 
the  Friend  and  Helper,  and  about  how  two  more  persons 
were  made  glad  by  his  coming. 

Preparation. 

Question  the  children  about  the  naming  of  a  baby  in  the 
home.  How  many  names  are  thought  of?  How  hard  it 
is  to  decide!  Finally  a  name  is  chosen.  Then  have  the 
children  recall  a  baptism  which  they  may  have  witnessed 
in  church.  Let  them  describe  the  scene.  Who  were 
present?  What  was  done?  What  was  the  meaning  of 
the  ceremony?  Our  story  today  tells  about  what  was 
done  when  a  little  child  was  born  into  a  Jewish  family 
living  in  the  long-ago  time  in  the  country  of  Palestine. 

Presentation. 

Present  the  story  matter  in  the  following  detail : 

1.  The  naming  of  the  child. 

a)  The    name    revealed    to    Mary    and    Joseph    in 
dreams. 

b)  When  eight  days  old  the  child  was  named  Jesus. 

c)  The  meaning  of  the  name. 

2.  The  presentation  in  the  temple. 

a)  The  journey  to  Jerusalem. 

b)  Mary's  presentation  of  Jesus. 

c)  Simeon's  thanksgiving. 

(i)  He  sees  Jesus  and  takes  him  in  his  arms. 

(2)  God  tells  him  that  this  child  is  the  promised 
Friend  and  Helper. 

(3)  He  praises  God  for  his  goodness. 


Primary  Course  of  Study     133 

d)  Anna's  joy  and  thanksgiving. 

e)  The  return  of  Jesus  and  his  parents  to  Bethle- 
hem. 

Desired  Results. 

* 
A  further  strengthening  of  the  impressions,  already  re- 
ceived from  the  previous  lessons,  of  God's  goodness  in 
sending  this  Friend  and  Helper.  A  fuller  realization  of 
the  mission  of  this  Jesus,  a  "  Savior "  of  "  all  people," 
leading  to  a  further  development  of  the  missionary  inter- 
est. Simeon  and  Anna  both  spoke  of  Jesus  as  the  Friend 
and  Helper  of  all.  We  ought  to  let  others  know  of  this 
Jesus. 

Memory  Verse. 

"  Thou  shalt  call  his  name  Jesus;  for  it  is  he  that  shall 
save  his  people  from  their  sins"   (Matt.  i\2ih). 

Home  Work. 

Picture  for  the  Lesson  Album,  "  The  Presentation  in  the 
Temple,"  by  Champaigne.  Printing  or  writing  of  the 
lesson  title  over  the  picture,  and  of  the  memory  verse 
beneath  it.  Review  of  the  lesson  by  the  parents.  Mem- 
orizing of  the  memory  verse. 

Lesson  4 
the  visit  of  the  wise  men 
Lesson  Material. 

For  story :     Matt.  2  :  1-12. 

For  study:  Farrar,  The  Life  of  Christ,  chap,  iii; 
Edersheim,  The  Life  and  Times  of  Jesus  the  Messiah, 
Vol.  I,  Book  H,  chap,  viii;  Bennett  and  Adeney, 
The  Bible  Story,  pp.  220-22;  Phelps,  The  Story  of 
Jesus  Christ,  26-35. 


134  Bible-School  Curriculum 

Illustrative  Material  and  Suggestions. 

Objects:      Specimens    of   gold   coins,    frankincense,    and 

myrrh  from  any  collection  of  oriental  objects. 
Pictures :      "  The    Worship    of    the    Magi,"    Hofmann ; 

"  The  Magi  on  the  Way  to  Bethlehem,"  Protaels. 
Blackboard :  Draw  a  number  of  small  houses  for  Bethle- 
hem ;  a  road  from  a  distant  point  at  the  right  leading 
to  Bethlehem;  a  caravan  journeying  along  this  road; 
star  in  the  sky;  change  the  position  of  the  star  as  the 
caravan  approaches  the  village.  Print  the  memory 
verse  in  attractive  lettering  over  the  scene,  and  uncover 
when  needed. 
Connecting  Links. 

Briefly  review  the  last  lesson.  After  Jesus  had  been 
presented  in  the  temple,  Mary  and  Joseph  went  back 
quietly  to  Bethlehem,  While  there  they  had  some  strange 
visitors  from  a  far  country,  who  came  to  see  their  baby 
Jesus.  Our  story  today  will  tell  us  about  these  visitors. 
Preparation. 

Question  the  children  about  any  journey  they  may  have 
taken.  Where  did  you  go?  How  did  you  go?  What 
did  you  see?  Was  it  a  long  journey?  Did  you  make 
your  plans  for  it  a  long  time  ahead?  Our  story  today  is 
about  a  very  long  journey  some  men  took  to  see  someone 
whom  they  had  been  waiting  a  long  time  to  see. 
Presentation. 

Present  the  story  matter  in  the  following  detail : 
I.    The  wise  men  seek  Jesus. 

a)  They  journey  from  the  East  to  Jerusalem. 

b)  They  inquire  of  King  Herod  where  Jesus  should 
be  born. 

c)  Herod  inquires  of  the  Jewish  leaders. 

d)  Herod  gives  a  message  and  a  command  to  the 
wise  men. 


Primary  Course  of  Study  135 

2.  The  wise  men  find  Jesus. 

a)  They  are  led  by  the  star  to  Bethlehem. 
fc)  They  find  Jesus  and  worship  him. 
c)  They  present  their  gifts  to  him. 

3.  The  wise  men  return  to  their  home. 

a)  They  are  warned  by  God  in  a  dream. 

h^  They  return  to  their  home  by  another  way. 

Desired  Results. 
A  deepening  of  the  sense  of  gratitude  to  God,  with  a 
suggestion  as  to  how  this  gratitude  may  be  manifested. 
The  wise  men  from  the  East  were  glad  to  know  of  the 
coming  of  the  Friend  and  Helper.  They  showed  their 
joy  by  their  gifts.  Our  gladness  may  be  shown  in  a 
similar  way.  The  thought  that  when  we  give  to  needy 
ones  we  give  to  Jesus.  "  Inasmuch  as  ye  did  it  unto  one 
of  these  my  brethren,  even  these  least,  ye  did  it  unto  me  " 
(Matt.  25:40). 

Memory  Verse. 

"  Opening  their  treasures  they  offered  unto  him  gifts, 
gold  and  frankincense  and  myrrh"   (Matt.  2:  iih). 

Home  Work. 

Picture  for  the  Lesson  Album,  "The  Worship  of  the 
Magi,"  by  Hofmann.  Printing  or  writing  of  the  lesson 
title  over  the  picture,  and  of  the  memory  verse  beneath  it. 
Review  of  the  lesson  by  the  parents.  Memorizing  of  the 
memory  verse. 

Lesson  5 
the  journey  to  egypt  and  return 
Lesson  Material. 

For  story :     Matt.  2  :  13-23 ;    Luke  2  :  40. 
For  study:    Expositor's  Bible,  "Matthew;"  Farrar,  The 
Life  of  Christ,  chap,  iv;    Phelps,  The  Story  of  Jesus 
Christ,  pp.  35-40. 


136  Bible-School  Curriculum 

Illustrative  Material  and  Suggestions. 

Pictures  :    "  The  Flight  into  Egypt,"  Fiirst. 
Blackboard :    Print  the  memory  verse  in  attractive  letter- 
ing, and  uncover  when  needed. 
Sand-table:     Mold   Bethlehem  hills   in  distance    (upper 
right-hand  corner)  with  a  road  leading  in  a  southwest 
direction  toward  Egypt.    At  the  right,  about  the  middle 
of  the  board,  place  several  pyramids    (made  of  card- 
board).   In  the  middle  of  the  foreground  place  a  tent 
under  palms.     In   the   distance  to   the   left  the   Nile 
River  and  the  Mediterranean  Sea. 
Connecting  Links. 
Briefly  review  the  last  lesson.     After  the  magi  had  re- 
turned to  their  far-away  home  in  the  East  without  telling 
King  Herod  about  the  finding  of  Jesus,  this  wicked  king 
sought  to  harm  Jesus.    Our  story  today  will  tell  us  how 
he  was  saved  from  harm. 

Preparation. 
Question  the  children  about  their  parents'  care  for  them. 
How  watchful  they  are  to  guard  them  from  harm !  Why 
do  they  do  this?  Our  story  today  tells  about  the  wicked 
King  Herod  who  planned  to  do  harm  to  the  baby  boy 
Jesus.  We  shall  see  what  was  done  to  protect  Jesus 
from  this  harm. 

Presentation. 
Present  the  story  matter  in  the  following  detail : 

1.  Herod's  wicked  plans. 

a)  He  hears  that  a  new  king  is  born  in  Bethlehem, 

b)  He  plans  to  destroy  this  king. 

c)  He  sends  his  soldiers  to  Bethlehem  to  do  this. 

2.  The  journey  of  the  Holy  Family  to  Egypt. 

a)  Joseph  warned  in  a  dream  of  Herod's  wicked 
plan. 


Primary  Course  of  Study     137 

b)  He   at   once   starts    with   Mary   and   Jesus    for 
Egypt. 

c)  They  stay  some  time  In  Egypt. 
3.   The  return  to  Galilee. 

a)  The  wicked  king  Herod  dies. 

b)  Joseph  told   in  a  dream  to   return  to  his  own 
country. 

c)  Warned  by  God  they  pass  by  Jerusalem. 

d)  They  go  to  Nazareth  and  make  their  home  there. 

Desired  Results. 
A  widening  of  the  idea  of  God's  goodness,  shown  now 
in  caring  for  Jesus  when  harm  threatened  him.  An  im- 
pression of  the  watchfulness  and  love  of  God.  From 
these  five  lessons  the  children  should  receive  impressions 
of  God's  goodness  and  love  in  sending  this  Friend  and 
Helper  to  us,  and  in  caring  for  him  in  the  way  he  did. 
They  should  gain  the  idea  that  this  Jesus  has  come  to  be 
a  helper  to  "  all  people  "  in  all  lands.  These  impressions 
and  ideas  ought  to  bring  from  the  children  a  response  of 
love  and  gratitude  to  God,  and  of  desire  to  have  this 
Jesus  for  their  Friend  and  Helper. 

Memory  Verse. 
"God    is  ....  a    very    present    help    in   trouble"    (Ps. 
46:1). 

Home  Work. 

Picture  for  the  Lesson  Album,  "  The  Flight  into  Egypt," 
by  Fiirst.  Printing  or  writing  of  the  lesson  title  over 
the  picture,  and  of  the  memory  verse  beneath  it.  Review 
of  the  lesson  by  the  parents.  Memorizing  of  the  memory 
verse. 


138  Bible-School  Curriculum 

§  9.   books  relating  to  the  work  of  grade  e 

A.     REFERENCE    READING    FOR   THE    TEACHER 

Craigin,  The  Story  of  Jesus  (Fords,  Howard  &  Hulbert,  New 

York). 
Edersheini,  The  Life  and  Times  of  Jesus  the  Messiah,  2  vols. 

(Longmans,  Green  &  Co.,  New  York). 
Farrar,  The  Life  of  Christ  (various  editions). 
Gilbert,    The    Student's   Life    of   Jesus    (The    Macmillan    Co., 

New  York). 
Houghton,  The  Life  of  Christ  in  Picture  and  Story  (American 

Tract  Society,  New  York). 
Phelps,  The  Story  of  Jesus  Christ  (Houghton,   Mifflin  &  Co., 

Boston). 
Stalker,  The  Life  of  Jesus  Christ  (F.  H.  Revell  Co.,  Chicago). 
Vincent,    Lee,    and   Bain,   Earthly    Footprints    of   the   Man    of 

Galilee  (N.  D.  Thompson  Publishing  Co.,  New  York). 

B.      SUPPLEMENTAL    READING    FOR    THE    PUPIL 

Endicott,  Stories  of  the  Bible,  Vol.  Ill  (Educational  Publish- 
ing Co.,  Boston). 

Hoyt,  A  Child's  Story  of  the  Life  of  Christ  (W.  A.  Wilde 
Co.,    Boston). 

Hutchison,  The  Gospel  Story  of  Jesus  Christ  (E.  P.  Button  & 
Co.,  New  York). 

Proudfoot,  Child's  Christ-Tales  (published  by  the  author, 
Andrea  Hofer  Proudfoot,  Chicago). 

Tappan,  The  Christ  Story  ^Houghton,  Mifflin  &  Co.,  Boston). 


PART  II 

THE  BOYHOOD-GIRLHOOD  PERIOD  AND  THE 
JUNIOR  DEPARTMENT 


CHAPTER  V 

SOME  CHARACTERISTICS  AND  NEEDS  OF  THE 
PERIOD 

Although  the  changes  which  occur  during 
this  period,  from  nine  to  thirteen  years  of  age, 
are  not  so  marked  as  those  which  make  the  fol- 
lowing period  one  of  exceptional  interest  and 
importance,  they  are  of  a  character  that  indicate 
that  there  are  special  needs  which  must  be  met  by 
new  material  and  methods  of  instruction. 

Physically  the  body  grows  very  slowly  in  both 
height  and  weight.  There  seems  to  be  a  decided 
arrest  of  development  at  this  time,  for  during  the 
preceding  and  following  periods  the  growth  is 
rapido  The  brain  at  the  beginning  of  the  period 
has  attained  nearly  its  full  mature  weight,  and 
the  subsequent  increase  is  small  and  slow.  All  the 
period  is  probably  given  to  growth  of  connecting 
or  associative  fibers.  It  is  a  time  of  co-ordination 
of  muscular  movements,  with  a  great  interest  in 
plays  and  in  manual  work.  During  these  years 
there  is  a  decided  lack  of  ability  to  concentrate 
attention  for  any  length  of  time  upon  mental 
work,  and  too  much  must  not  be  required  of  the 
boy  or  girl  in  the  way  of  intellectual  effort.  It  is 
a  period  which  is  not  well  known,  but  in  general 
we  may  say  that  it  is  a  time  during  which  nature 
141 


142  Bible-School  Curriculum 

stores  up  energy  in  anticipation  of  and  prepara- 
tion for  the  new  birth  —  that  wonderful  time 
when,  on  the  one  hand,  the  boy  and  girl  are  born 
out  of  childhood  into  manhood  and  womanhood, 
and,  on  the  other  hand,  from  egoism  and  isolation 
to  altruism  and  society. 

Some  characteristics  of  the  period. —  The 
animistic  tendencies  already  spoken  of  are  very 
much  weakened,  disappearing  at  the  close  of  the 
period,  and  may  be  left  out  of  account  in  these 
years.  The  suggestibility  of  the  boy  and  girl  is 
still  high  in  degree.  They  are  strongly  influenced 
by  their  companions.  Dr.  Street  has  shown  that 
the  age  at  which  these  influences  are  most  felt  is 
from  ten  to  fifteen.^  Because  of  this  character- 
istic, careful  suggestion  on  the  part  of  the  teacher 
may  work  wonders  in  the  character  and  purposes 
of  the  pupils.  Attention  should  also  be  given  to 
their  companions ;  evil  habits  should  be  eradicated 
and  good  ones  formed;  low  ideals  must  be  made 
to  give  place  to  high  ones ;  and,  in  short,  the  boy 
or  girl  must  be  raised  day  by  day  to  higher  planes 
of  living. 

The  altruistic  impulses  become  somewhat 
stronger  in  all  normal  children,  these  tending  to 
weaken  the  spirit  of  selfishness  so  manifest  in 
early  life.    The  teacher  should  do  all  in  his  power 

^  J.  R.  Street,  "  A  Study  in  Moral  Education,"  Peda- 
gogical Seminary,  Vol.  V,  p.  15. 


Characteristics  and  Needs  143 

to  foster  these  social  impulses.  During  the  latter 
part  of  the  period  class  organization  might  prove 
helpful.  The  field  for  the  manifestation  of  these 
impulses  should  be  widened,  and  an  attempt  made 
to  create  an  interest  in  the  larger  social  life  with 
which  the  child  is  surrounded. 

Although  no  direct  study  of  untruthfulness 
during  the  period  has  been  made,  the  tendency  is 
probably  weaker  in  children  whose  social  environ- 
ment is  normal.  The  development  of  conscience, 
slight  as  this  is  in  many  cases;  the  growth  in 
unselfishness,  and  the  development  of  the  reflect- 
ive powers,  would  all  tend  to  produce  a  greater 
regard  for  the  truth.  The  increasing  interest  in 
natural  phenomena  in  the  form  of  elementary 
science  would  also  help  in  this  direction.  But  if 
the  boy  or  girl  is  thrown  with  companions  who 
habitually  disregard  the  truth,  or  is  brought  up  in 
a  home  where  truth-telling  is  not  looked  upon  as 
of  great  importance,  the  comparatively  slight 
growth  in  the  above  counteracting  influences  may 
not  be  sufficient  to  overcome  the  power  of  sug- 
gestion and  imitation,  and  the  natural  selfishness 
of  the  child. 

The  respect  for  law  in  its  general  forms,  not 
simply  as  embodied  in  personal  commands,  in- 
creases somewhat  during  these  years,  but  the 
great  awakening  to  the  binding  force  of  law  does 
not  come  until  after  puberty. 


144  Bible-School  Curriculum 

All  children  continite  to  be  fearful  during  this 
time,  the  source  of  the  majority  of  boyhood- 
girlhood  fears  being  the  imagination.  The 
teacher  and  the  parent  should  be  especially  careful 
during  these  years  not  to  excite  fear  through  the 
imagination,  and  to  guard  the  child  in  every  way 
from  possible  enlargement  of  his  stock  of  fears 
from  this  source. 

With  the  increasing  interest  in  the  causal  idea 
and  in  the  idea  that  law  rules  in  all  things,  super- 
stition loses  power,  although  the  belief  in  some 
superstitions  is  not  completely  given  up,  and  may 
remain,  and  in  fact  often  does  remain,  through 
adult  life.  But  both  the  science-teaching  in  the 
public  school  and  the  teaching  about  the  rule  of 
God  in  the  Bible  school  help  to  give  the  child  a 
right  understanding  of  the  happenings  in  this 
world. 

Some  interests  of  the  period. —  The  interest 
in  the  causal  idea  increases,  the  fields  in  which  it 
finds  its  best  expression  being  science  and  history. 
The  increasing  interest  in  and  knowledge  of  the 
rule  of  law  in  the  physical  realm  may  be  used  by 
the  Bible-school  teacher  to  help  the  pupils  to  an 
understanding  of  the  rule  of  law  in  the  world  of 
history,  and  as  a  basis  for  his  teaching  concern- 
ing the  relation  of  law  to  individual  life  and 
character.  The  literary  interests  change  very 
decidedly   during  the   period.      The   interest   in 


Characteristics  and  Needs  145 

fairy-stories  begins  to  decline  at  the  age  of  nine, 
and  by  thirteen  is  almost  extinct.  There  grows 
up  in  its  place  a  strong  interest  in  history,  in  which 

the  main  interest  ....  follows  the  strong  lines  of  action 
and  asks  for  a  clear  presentation  of  persons,  places,  rela- 
tions of  cause  and  effect;  to  which  may  be  added,  in  due 
but  slight  proportion,  time,   ethics,  and  expansive  detail.^ 

This  interest  begins  in  the  last  years  of  the  pri- 
mary period,  for 

from  the  age  of  seven  onward  we  find  them  inquiring  after 
time,  cause,  and  effect,  the  social  unit,  and  the  truthful 
record  —  that  is,  all  the  elements  of  history  lie  within  the 
field  of  the  child's  curiosity;  and  it  is  interesting  to  note 
how  early  they  inquire  after  origin :  Who  made  us  ?  Where 
did  we  come  from?  The  plain  conclusion  as  to  method 
here  is  that  history  is  a  suitable  subject  for  children  from 
the  age  of  seven  at  least.^ 

One  of  Mrs.  Barnes's  conclusions  from  her  study 
of  the  historic  sense  among  children  is  as  follows : 

Introduce  the  subject  of  history  into  the  curriculum 
as  early  as  the  age  of  seven  or  eight,  or  soon  after  children 
can  count  and  read,  making  no  difference  between  boys  and 
girls.  Up  to  the  age  of  twelve  or  thirteen,  history  should 
be  presented  in  a  series  of  striking  biographies  and  events, 
appearing  as  far  as  possible  in  contemporary  ballads  and 
chronicles,  and  illustrated  by  maps,  chronologic  charts,  and 
as  richly  as  possible  by  pictures  of  contemporary  objects, 
buildings,  and  people.    This  series  should  appear  in  chrono- 

^  Mary    Sheldon    Barnes,    "  The    Historic    Sense   Among 
Children,"  in  Studies  in  Education,  p.  47. 
^Ibid.,  p.  89. 


146  Bible-School  Curriculum 

logic  order,  the  biographies  themselves  forming  the  basis 
of  the  chronology.  These  biographies  should  be  chosen 
from  the  field  of  action  and  interest  allied  to  children's 
lives;  that  is,  they  should  be  chosen  from  the  personal, 
military,  and  cultural  aspects  of  history,  and  scarcely  at  all 
from  the  political  or  intellectual  life.  Great  pains  should  be 
taken  with  the  first  presentation,  since  it  plays  so  important 
a  part  in  the  historic  memory.  The  whole  field  of  general 
history  should  be  covered  in  this  way,  and  should  be  taken 
from  such  sources  as  the  Bible,  Homer,  Plutarch,  the  Norse 
sagas,  tales  of  Indian  warfare  and  pioneer  life,  voyages  of 
great  discoverers.  These  should  be  given  in  their  original 
forms,  only  modified  by  such  omissions  as  are  demanded 
by  youth  and  inexperience.  These  primitive  texts  should 
be  illustrated  as  richly  as  possible  by  portraits,  pictures  of 
relics  and  monuments,  maps,  charts,  ballads,  stories.* 

In  Professor  Wissler's  very  comprehensive 
study  on  "The  Interest  of  Children  in  the  Read- 
ing Work  of  the  Elementary  Schools,"^  some 
interesting  and  helpful  facts  are  presented.  This 
study  shows  that  the  stories  which  are  most  cer- 
tain to  be  remembered  are  of  some  length,  are 
in  terms  of  experience  which  the  child  can  realize 
in  himself  or  which  he  can  appreciate,  and  which 
are  especially  natural  or  lifelike.  The  stories 
which  are  not  remembered  to  any  extent  are  the 
short  story  or  the  story  in  outline,  those  which 
treat  of  things  the  child  cannot  realize  or  appre- 
ciate, and  those  which  are  merely  instructive,  con- 

*  Ibid.,  p.  92. 

^  Clark  Wissler,  Pedagogical  Seminary,  Vol.  V,  pp.  523  ff. 


Characteristics  and  Needs  147 

taining  a  moral  and  its  setting,  or  which  present 
abstract  ideals  of  duty,  happiness,  etc.  Prose  is 
preferred  to  poetry  by  both  boys  and  girls  up  to 
the  age  of  thirteen,  when  there  is  a  sudden  and 
considerable  increase  in  the  interest  in  poetry. 
Stories  of  daily  life,  the  usual  rather  than  the 
unusual,  those  which  are  true  to  life  and  not  fanci- 
ful in  their  construction,  are  preferred  above  all 
others.  And  again,  what  may  appear  strange  to 
some,  there  is  a  strong  preference,  especially 
between  the  ages  of  eleven  and  thirteen,  for  stories 
which  contain  a  moral  lesson,  but  in  wdiich  the 
moral  is  not  obtrusive.  Commenting  upon  these 
preferences,  Professor  Wissler  says : 

From  this  it  appears  ....  that  even  the  moral  lesson 
without  the  formal  statement  in  conclusion,  but  bearing 
upon  it  the  marks  of  a  moral  purpose,  received  less  atten- 
tion than  the  simple  story  whose  moral  force  was  felt  and 
appreciated.  It  is  further  observed  that  the  heroic  in  action 
is  given  more  consideration  than  the  formal  hero,  and  that 
lessons  designed  to  be  instructive  receive  little  regard  from 
those  whose  preferences  lean  toward  knowledge.  The 
charge  is  often  made  that  children  have  no  regard  for  moral 
ideas,  no  feeling  for  the  divinity  of  right  action,  and  no 
love  for  knowledge ;  these  results  show  that  children  do 
appreciate  such  things  when  presented  in  terms  of  their 
own  experience.  Take  out  of  their  text-books  the  sermon, 
the  philosophical  fable,  and  the  cold  stiff  hero,  and  paint 
into  them  the  good,  the  true,  and  the  heroic  in  colors  from 
life.' 

''Ibid.,  p.  535. 


148  Bible-School  Curriculum 

A  ''  Study  of  Children's  Reading  Tastes,"  by 
Miss  Clara  Vostrovsky/  shows  a  marked  increase 
in  interest  in  works  of  general  literature  after  the 
age  of  ten  years,  with  a  corresponding  decline  in 
interest  in  juvenile  fiction.  Of  the  four  classes  of 
books  which  she  groups  under  the  head  of  "  gen- 
eral literature"  —  namely,  history  and  historical 
biography,  literature  and  literary  biography, 
travel,  and  science  —  the  interest  is  far  stronger 
in  history  and  historical  biography  among  both 
the  boys  and  the  girls,  although  the  boys  lead 
somewhat.  Of  the  children  studied  about  42  per 
cent,  of  the  boys  and  40  per  cent,  of  the  girls 
chose  books  of  history  or  historical  biography  in 
preference  to  any  one  of  the  other  three  classes 
mentioned.  A  very  large  percentage  of  the  boys, 
but  a  very  much  smaller  percentage  of  the  girls, 
chose  books  which  contained  stories  full  of  adven- 
ture, of  life,  of  action. 

The  theological  interests  and  ideas  of  this 
period  are  very  similar  to  those  of  the  primary 
period.  The  conception  of  God  as  a  sort  of  father 
is  still  dominant,  and  to  this  many  children  add 
the  thought  that  God  is  watching  them  to  insure 
obedience  to  his  will.  Heaven  is  still  simply  an 
improved  earth,  the  following  by  a  girl  of  twelve 
being  a  typical  description : 

''Pedagogical  Seminary,  Vol.  VI,  pp.  523  ff* 


Characteristics  and  Needs  149 

Heaven  is  a  beautiful  city  high  above  the  clouds,  where 
everything  is  beautiful;  I  think  that  heaven  must  be  per- 
fect. The  gates  are  pearls,  and  the  walls  are  formed  of 
jewels,  and  a  beautiful,  calm  river,  clear  as  crystal,  flows 
through  it,  before  the  throne  of  the  King  of  heaven.  Our 
friends  who  have  died  and  gone  to  live  there  now  serve 
God,  play  harps,  and  sing  praises  to  their  Maker.  The 
children  sing  songs  of  praise  also,  and  serve  Him.® 

Their  ideas  concerning  angels,  Satan,  hell,  death, 
etc.,  remain  practically  unchanged,  but  from  the 
age  of  ten  to  the  close  of  the  period  there  arises  a 
spirit  of  questioning ;  the 

children  try  to  reason  things  out  and  to  relate  their 
theology  to  what  they  have  learned  through  experience 
and  through  their  studies.  This  critical  spirit  seems  to 
culminate  at  thirteen  or  fourteen;  and  the  criticisms  are 
far  more  persistent  and  severe  at  this  time  than  later,' 

The  development  of  the  social  or  altruistic  side 
of  their  nature,  and  the  strengthening  of  their 
sense  of  justice,  lead  the  boys  and  girls  to  try  to 
harmonize  their  theological  ideas  with  these  newly 
aroused  elements  in  their  lives. 

Frequently  the  children  of  this  age  say  that  they  do  not 
believe  that  savages  and  babies  will  go  to  hell,  while  very 
many  who  accept  the  standard  theology  for  God,  the 
angels,  and  heaven,  declare  that  they  do  not  believe  that 
there  is  any  devil  in  hell.  This,  of  course,  may  be  due 
simply  to  their  teaching,  but  such  sentiments  seldom  appear 
in  compositions  by  children  under  eleven  or  twelve  years 
old.^° 

^  Earl  Barnes,  "  Theological  Life  of  a  Child,"  Pedagogical 
Seminary,  Vol.  II,  p.  443. 

»  Ibid.,  p.  446.  '"  Ibid.,  p.  447. 


150  Bible-School  Curriculum 

This  is  the  period  when  some  of  the  cruder  con- 
ceptions of  the  preceding  years  may  be  corrected, 
and  when  the  government  of  God  in  love  through 
law  may  be  more  clearly  pointed  out.  The  inter- 
est during  the  period  in  games,  especially  in  the 
traditional  games  of  boyhood  and  girlhood,  may 
be  used  in  connection  with  lessons  which  suggest 
teachings  concerning  right  habits  —  temperance, 
self-control,  etc. 

The  mental  powers  during  the  period. —  The 
perceptive  powers  are  still  strong.  The  organs  of 
sense  attain  to  practical  perfection  about  the 
beginning  of  the  period,  and  from  this  time  on 
the  child  is  capable  of  close  observation  work. 
An  appeal  to  the  senses  must  continue  in  all  work 
of  instruction,  that  the  ideas  gained  may  have  as 
concrete  a  content  as  possible.  Memory  is  grow- 
ing stronger,  the  maximum  memory  power  being 
reached  at  about  the  close  of  the  period.^  ^  This 
would  indicate  that  this  is  the  period  for  consider- 
able memoriter  work  in  connection  with  school 
instruction,  the  Bible  passages  selected  being 
definitely  related  to  the  lesson  work  of  the  various 
grades;  the  selected  passages  not  being  memor- 
ized, however,  until  somewhat  of  an  understand- 
ing of  the  matter  has  been  given  to  the  children. 
The  imagination  continues  active  and  must  be 

"John  C.  Shaw,  "A  Test  of  Memory  in  School  Children," 
Pedagogical  Seminary,  Vol.  IV,  pp.  61  ff. 


Characteristics  and  Needs  151 

appealed  to  to  get  before  the  pupil's  mind  the 
setting  of  an  historical  event.  Objective  aids  to 
the  imagination,  such  as  pictures,  maps,  charts, 
diagrams,  objects,  etc.,  must  be  freely  used  in  all 
lesson  work  in  this  period.  The  reasoning  powers 
are  developing,  but  somewhat  slowly.  As  has 
been  already  intimated,  there  is  some  evidence  of 
a  critical  spirit  toward  the  close  of  the  period. 
The  boys  and  girls  are  seeking  for  fuller  and  more 
correct  information ;  hence  they  raise  many  ques- 
tions, and  demand  some  proof  of  the  statements 
made.  Wherever  in  the  teaching  work  it  is  pos- 
sible to  present  proofs,  this  should  be  done.  Con- 
science is  becoming  more  active,  and  in  many 
cases  is  an  important  factor  in  moral  and  religious 
education,  but  the  teacher's  direct  influence  and 
example,  in  the  majority  of  cases,  and  the  example 
of  companions,  are  more  potent  factors. 

Some  conclusions  zvith  reference  to  a  course 
of  study  for  the  boy  and  girl  from  nine  to  thirteen 
years  of  age. —  During  these  years  God  as  a 
Worker  in  connection  with  human  affairs  is  the 
general  aspect  of  his  nature  which  would  appeal 
to  the  boy  and  girl.  The  great  historical  events 
of  the  Old  and  New  Testaments,  carefully  selected 
and  presented  so  as  to  show  God  at  work  among 
the  nations  of  the  world  through  his  prophets, 
messengers,  and  ministers  or  missionaries,  would 
appeal  to  the  dominant  literary  interest  of  the 


152  Bible-School  Curriculum 

period,  i.  e.^  historical  narrative ;  to  the  love  of  the 
heroic,  the  exciting,  the  adventuresome;  and  to 
the  strong  interest  in  personality,  not  from  the 
standpoint  of  character,  but  from  that  of  accom- 
plishment. In  this  presentation  care  must  be  taken 
to  make  the  persons,  places,  and  causes  and  effects 
stand  out  prominently,  as  these  are  the  elements 
in  the  historical  story  which  appeal  to  the  boy  and 
girl;  also  to  have  each  lesson  a  complete  nar- 
rative, that  the  unity  of  the  matter  may  make  its 
own  impression  and  be  remembered.  Following 
the  Old  and  New  Testament  narratives,  there 
should  be  given  a  year's  study  to  the  great  events 
in  the  development  of  the  kingdom  of  God  since 
the  time  of  the  apostles;  i.  e.,  a  story-history  of 
Christian  missions.  The  child  must  be  shown 
that  God  is  still  at  work  through  his  ministers 
and  missionaries  in  all  parts  of  the  world  today, 
and  that  he  has  been  continuously  at  work  since 
the  beginning  of  the  world. 

In  teaching  the  historical  lessons  indicated  in 
the  next  chapter  one  must  continue  to  appeal  to 
the  senses.  Pictures,  blackboard  sketches  and 
diagrams,  maps,  and  other  illustrative  aids  must 
be  freely  used.  The  use  of  some  objective  aid  is 
especially  called  for  in  attempting  to  give  the 
child  any  clear  conception  of  the  time  periods 
studied  and  the  chronological  sequence  of  the  les- 
sons, as  his  time-sense  is  still  weak.     As  verbal 


Characteristics  and  Needs  153 

memory  is  strong  during  the  period,  the  names  of 
the  books  of  the  Bible,  with  certain  facts  concern- 
ing each  one,  together  with  various  choice  selec- 
tions from  those  books,  should  be  stored  away 
in  the  memory.  Whatever  is  selected  to  be  thus 
memorized  should  be  chosen  with  a  view  to  its 
usefulness  in  further  Bible  study  or  for  its  moral- 
religious  content. 

An  outline  of  a  suggested  course  of  study  for 
the  four  years  is  given  in  the  next  chapter.  In 
Grade  A  the  story  of  the  chosen  people  is  given ; 
in  Grade  B,  the  story  of  God's  Son,  Jesus  Christ, 
who  came  to  the  world  to  bring  the  Message  of 
Love  and  Light ;  in  Grade  C,  the  story  of  the  early 
messengers,  carrjang  the  message  Jesus  brought, 
the  Gospel  of  Love  and  Truth,  to  the  nations  of 
their  time;  and  in  Grade  D,  the  story  of  the  mis- 
sionaries who  have  continued  the  work  of  the 
apostles,  and  who  have  carried  the  same  message 
even  to  the  "uttermost  part  of  the  earth."  The 
boys  and  girls  who  finish  this  course  of  four 
years'  study  will  have  their  vision  of  God 
enlarged,  their  sense  of  his  loving  interest  in  the 
affairs  of  men  deepened,  and  their  desire  to  be 
obedient  to  the  message  of  Jesus  strengthened 


CHAPTER  VI 

A  COURSE  OF  STUDY  FOR  THE  JUNIOR 
DEPARTMENT 

GENERAL,  SUBJECT  :     GOD  THE  RULER  —  SEEKING  TO  BLESS   THE 
WORLD 

§  I.     OUTLINE  OF  THE  COURSE  FOR  GRADE  A 

GRADE    SUBJECT  :      THE    STORY    OF    GOd's    PEOPLE THE    HEBREWS 

(god  choosing  and  blessing  a  people) 

Chapter  i  —  The  beginnings. 

1.  The  call  of  Abram. 

2.  Abram  and  Lot. 

3.  Esau  and  Jacob. 

4.  Jacob  the  exile. 

5.  Joseph  the  dreamer. 

6.  Joseph  the  slave. 

7.  Joseph  the  ruler. 

8.  Review. 

Chapter  2  —  Seeking  a  new  home. 

9.  The  early  life  of  Moses. 

10.  Moses  the  leader. 

11.  Moses  and  Pharaoh, 

12.  The  exodus. 

13.  God's  care  in  the  wilderness. 

14.  The  law  given  at  Sinai. 

15.  The  law  broken   at   Sinai. 

16.  The  story  of  the  spies  and  the  wilderness  wanderings. 

17.  Before  the  Jordan  River. 

18.  The  last  days  of  Moses. 

19.  Memory    work :      The    Ten    Commandments. 
Book  work:    The  Pentateuch. 

20.  Review. 

154 


Junior  Department  Course  155 

Chapter  3  —  Settlement  in  their  new  home. 

21.  Crossing  the  Jordan  River, 

22.  The  fall  of  Jericho. 

23.  Joshua  and  the  conquest. 

24.  Trouble  in  the  land  and  the  victory  of  Gideon. 

25.  The  story  of  Ruth. 

26.  The  story  of  Samuel  the  teacher  and  judge. 

27.  Review.    Also  book  work:    Joshua,  Judges,  Ruth. 

Chapter  4  —  The  united  kingdom. 

28.  Saul  the  first  king. 

29.  David's  boyhood. 

30.  David  the  exile. 

31.  David  the  king. 
Memory  work:     Ps.  i. 

32.  Solomon  the  wise  king. 

Chapter  5  —  The  divided  kingdom. 

2,Z-   The  new  kingdoms  and  their  first  kings. 

34.  Elijah  the  prophet. 

35.  Elisha  the  prophet. 

36.  The  story  of  the  kings  and  the  end  of  the  kingdom 
of  the  North. 

^7.   Joash  the  boy  king. 

38.  The  deliverance  of  Jerusalem. 

39.  Josiah  the  reformer. 
Memory  work :    Ps.  19. 

40.  The  fall  of  Jerusalem  and  the  end  of  the  kingdom 
of  the  South. 

41.  Memory  work  reviewed. 

Book  work :  i  and  2  Samuel,  i  and  2  Kings,  i  and 
2  Chronicles,  Isaiah,  Jeremiah,  Lamentations, 
Hosea,  Amos,  Obadiah,  Jonah,  Micah,  Nahum, 
Zephaniah,  Habbakuk,  and  the  poetical  books. 

42.  Review.     Chaps.  4  and  5. 


156  Bible-School  Curriculum 

Chapter  6  — The  people  in  exile. 

43.  Their  new  home  in  exile. 

44.  The  story  of  Daniel's  trials. 

45.  The  story  of  Daniel's  reward. 

46.  Esther  the  queen. 

Chapter  7  —  The  return  from  exile. 

47.  The  journey  home. 

48.  The  new  temple. 

49.  The  work  of  Nehemiah  and  Ezra. 

50.  Book    work :       Ezra,     Nehemiah,     Esther,     Ezekiel, 
Daniel,  Joel,  Haggai,  Zechariah,  and  Malachi. 
Review.    Chaps.  6  and  7. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  2.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  A 

(Lessons  9-1  i) 

Lesson  9 

the  early  life  of  moses 

Lesson  Material. 

Exod.  1 :  22  —  2:10;   Acts  7 :  20-22 ;   Heb.  1 1 :  23. 
Teacher's  Study  Material. 
Rawlinson,  Moses  in  "  Men  of  the  Bible "  series,  chaps, 
ii,  iii;   Geikie,  Hours  with  the  Bible,  Vol.  II,  pp.  114-30; 
Hastings,  Bible  Dictionary,  art.  "  Moses ;  "  a  good  critical 
commentary. 

Illustrative  Material. 
Outline  map    (blackboard),   showing   Egypt,    Sinai,   the 
wilderness  or  desert,  and  Palestine  with  the  surrounding 
country.    This  map  may  be  used  in  teaching  all  the  les- 


Junior  Department  Course  157 

sons  of  this  chapter.  Locate  Goshen,  the  home  of  the 
Hebrews.  Pictures  illustrating  Egyptian  life  and  civili- 
zation, such  as  the  Perry,  Nos.  1454-56,  and  the  Wilde, 
Nos.  178-81.  Picture  for  the  Review  Book,  "  The  Find- 
ing of  Moses,"  by  Delaroche. 
Connecting  Links. 

Review :  As  the  last  lesson  was  a  full  review  of  chap,  i, 
the  teacher  v/ill  give  merely  a  simple  review  statement 
of  that  chapter.  In  our  new  chapter,  chap.  2,  we  shall 
see  how  God's  people,  the  Hebrews,  got  away  from 
Egypt  and  found  a  new  home. 
Intervening  events :  Some  time  after  the  Hebrews  went 
down  into  Egypt,  Joseph  the  governor  in  Egypt,  died. 
After  some  years  a  new  King  Pharaoh  came  to  the 
throne.  By  this  time  the  Egyptians  had  forgotten  what 
Joseph  had  done  for  them,  and  hence  the  new  king 
cared  nothing  for  the  Hebrew  people.  He  made  them 
his  slaves  and  put  them  in  charge  of  taskmasters,  who 
stood  over  them  while  they  worked  and  beat  them 
cruelly  with  sticks.  But,  in  spite  of  all  this  oppression, 
the  Hebrews  grew  to  be  a  great  people,  until  finally 
King  Pharaoh,  fearing  they  would  grow  so  strong  that 
they  might  rebel  against  him,  planned  to  stop  their  in- 
creasing in  numbers  and  strength.  What  his  plans 
were,  and  what  the  final  result  was,  we  shall  find  out 
from  the  stories  of  this  new  chapter. 
Narrative  Outline.  (For  the  teacher.  Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  Pharaoh  and  the  Hebrews. 

a)  The  king's  wicked  command. 

h)   Spies  sent  to  watch  the  Hebrews. 

2.  Birth  of  the  Hebrew  child. 

a)  The  birth  of  the  child  brings  joy  into  the  home. 
h)  Also  distress  because  of  the  king's  command. 
c)  The  child  hidden  for  three  months. 


158  BiBLE-ScnooL  Curriculum 

3.  The  plan  to  save  the  child. 

a)  The  making  of  the  ark. 

b)  The  ark  with  the  child  set  afloat  on  the  Nile. 

c)  The  watching  of  sister  Miriam. 

4.  Success  of  the  plan. 

a)  The  child  discovered  by  the  king's  daughter. 

b)  She  decides  to  adopt  him. 

c)  Through  Miriam  the  mother  is  called  as  a  nurse. 

d)  He  is  given  the  name  Moses. 

5.  The  training  of  Moses. 

a)  Brought  up  as  the  son  of  the  princess. 

b)  Taught  in  all  the  wisdom  of  the  Egyptians. 

Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material 
before  coming  to  the  session,  develop  the  narrative  as 
much  as  possible  by  questions,  following  the  outline. 
Locate  on  the  map  the  country  of  Egypt  and  the  land 
of  Goshen.  What  wicked  decree  or  law  did  the  king 
make?  Why  did  he  make  this  law?  How  did  he  try 
to  make  sure  that  the  law  was  obeyed?  Help  the  chil- 
dren to  imagine  the  great  distress  and  sorrow  this 
caused  in  the  homes  of  the  Hebrews.  Suppose  something 
like  this  happened  today,  how  should  we  all  feel  ?  What 
was  the  condition  of  the  people  at  this  time?  Show  pic- 
tures of  the  Hebrews  working  as  slaves  with  the  Egyp- 
tian taskmasters  over  them.  What  happened  in  one  of 
the  homes  of  the  Hebrew  people?  How  did  the  parents 
and  the  brother  and  sister  feel?  What  do  you  suppose 
they  talked  about?  How  long  did  they  manage  to  keep 
the  child  hidden?  But  he  grew  so  big  that  they  felt  that 
they  could  hide  him  no  longer.  Picture  the  parents' 
anxiety.  They  talk  over  many  plans,  and  finally  agree 
upon  one  to  save  the  baby  boy.    Describe  the  making  of 


Junior  Department  Course  159 

the  ark.  Show  papyrus  plant  (see  Bancroft's  Bible 
Objects,  or  any  other  collection),  and  illustrate  the 
weaving.  Where  did  they  place  the  ark  with  the  child? 
What  were  they  hoping  for?  W^ho  watched?  Describe 
the  coming  of  the  princess  to  bathe.  What  did  she  dis- 
cover in  the  river?  What  did  she  decide  to  do?  Why 
do  you  think  she  did  this?  Who  was  called  as  a  nurse? 
Picture  the  mother's  joy  upon  receiving  her  own  baby 
to  care  for.  Explain  to  the  class  that  the  baby  was  now 
safe,  for  the  princess  would  protect  him.  What  was  the 
name  given  to  the  child?  When  Moses  became  old 
enough,  where  was  he  taken  to  live?  Describe  briefly  a 
palace  and  life  in  a  palace.  Show  pictures  of  such  if 
you  have  them,  Moses  was  sent  to  school  and  was  taught 
many  things.  Tell  something  of  the  probable  school  life 
of  Moses.  Also  tell  the  class  about  the  civilization  of 
Egypt  at  this  time,  that  they  may  not  think  the  people 
were  ignorant  and  barbarous.  Review  the  whole  story, 
making  sure  that  the  class  has  a  clear  knowledge  of  the 
facts  of  the  lesson.  In  this  review  try  to  arouse  in  the 
class  some  appreciation  of  the  providential  care  of  God 
which  this  lesson  illustrates. 

Suggested  Generalization.      (Adapt   form  of  statement  to 
pupils.) 

God's  providential  care  for  his  people. 

How  did  Moses's  parents  plan  to  save  him?  Was  their 
plan  a  good  one?  Could  they  have  done  an3^hing  more 
for  the  child?  Did  they  know  just  how  successful  their 
plan  would  be?  In  whom  did  they  put  their  trust? 
With  what  result?  Through  whom  did  God  help  them? 
God  in  similar  ways  is  caring  for  his  people  today.  We 
must  do  all  we  can;    then  trust  the  rest  to  God. 


i6o  Bible-School  Curriculum 

Memory  Verse. 

"  By  faith  Moses,  when  he  was  born,  was  hid  three 
months  by  his  parents,  because  they  saw  he  was  a  goodly 
child ;  and  they  were  not  afraid  of  the  king's  command  " 
(Heb.  11:23). 

Review  Questions.      (To  be   answered  by  the  scholar  at 
home.) 

1.  In  what  part  of  Egypt  did  the  Hebrews  live? 

2.  How  did  the  king  treat  them? 

3.  What  wicked  law  did  the  king  make? 

4.  How  did  Moses's  parents  seek  to  save  their  child? 

5.  Who  found  Moses? 

6.  What  did  she  decide  to  do  with  the  child? 

7.  Whom  did  the  princess  secure  for  a  nurse  for  him? 

8.  Where  did  Moses  live  and  what  was  he  taught? 

Scholar's  Home  Work. 
Advance  work : 

Study  the  text  of  the  story,  found  in  Exod.  i :  22  — 
2 :  10 ;   Acts  7  :  20-22 ;    and  Heb.  11 :  23. 

Review  and  constructive  work : 

Paste  picture,  "  The  Finding  of  Moses,"  by  Delaroche, 
in  the  Review  Book.  Write  over  the  picture  the  lesson 
subject,  "  The  Early  Life  of  Moses,"  and  the  place  in 
the  Bible  where  this  story  is  found,  Exod.  i :  22  —  2 :  10. 
Beneath  the  picture  write  the  memory  verse.  Answer 
the  review  questions,  and  when  corrected  by  the  teacher 
paste  the  sheet  into  the  Review  Book  on  the  page  oppo- 
site the  picture. 


Junior  Department  Course  i6i 

Lesson  to 
moses  the  leader 
Lesson  Material. 
Exod.  2  :  16-22 ;    3:1-12;    4:1-21,27-31. 

Teacher's  Study  Material. 
Exod.  2:11  — 4 :  31 ;  Rawlinson,  Moses,  in  "  Men  of  the 
Bible"  series,  chaps,  vi-viii;  Geikie,  Hours  with  the 
Bible,  Vol.  II,  pp.  132-52;  Expositor's  Bible,  "Exodus," 
chaps,  ii-iv ;  Hastings,  Bible  Dictionary,  art.  "  Moses ;  " 
a  good  critical  commentary. 

Illustrative  Material. 

Outline  map  showing  Egypt  and  Midian.  Trace  journeys 
of  Moses  to  and  from  Midian.  Pictures  of  "  A  Shepherd 
and  His  Dog"  (Wilde,  No.  243),  and  "Jacob's  Well" 
(Wilde,  No.  312).  Picture  for  the  Review  Book,  "  Moses 
and  the  Burning  Bush,"  by  D.  Feti. 

Connecting  Links. 

Review :  Briefly  review  Moses's  early  life,  questioning 
the  class  upon  the  chief  elements  of  the  story,  and 
emphasizing  the  condition  of  the  Hebrews  at  this  time. 

Intervening  events:  One  day  after  Moses  had  grown 
to  be  a  young  man,  he  went  to  the  place  where  the 
Hebrews  were  working  for  the  Egyptians,  and  there 
he  saw  one  of  the  cruel  Egyptians  beating  a  Hebrew. 
He  tried  to  interfere,  but  the  Egyptian  persisted,  and  in 
a  sudden  burst  of  anger  Moses  struck  him.  He  struck 
so  hard  that  the  blow  killed  the  man.  Moses  was 
frightened  when  he  saw  what  he  had  done,  and  hid  the 
body  in  the  sand  for  fear  Pharaoh  should  find  out 
about  it.  In  some  way  Pharaoh  did  find  out  and  sought 
to  put  Moses  to  death;  so  Moses  fled  into  Midian  to 
escape  from  the  king.     Our  story  begins  at  this  point. 


1 62  BiBLE-ScpiooL  Curriculum 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  Moses's  life  in  Midian. 

a)  His  new  home 

b)  His  occupation. 

c)  His  changed  character. 

2.  Moses's  call  to  leadership. 

a)  God  calls  him  to  lead  the  Hebrew  people. 

b)  Moses's  objections. 

c)  God's  promise  of  help. 

d)  Aaron  sent  to  help  Moses. 

3.  Moses's  return  to  Egypt. 

a)  He  starts  with  wife  and  children. 

b)  The  meeting  with  Aaron. 

c)  Moses  tells  Aaron  of  his  mission, 

4.  Moses's  appearance  before  the  Hebrew  people. 
o)  The  people  gather  at  his  call. 

b)  He  tells  of  his  mission. 

c)  He  proves  his  words  by  showing  the  signs. 

d)  The  people  believe  him  and  worship  God. 
Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  Use  the 
outline  map  showing  Egypt  and  Midian.  Describe 
Moses's  condition  when  he  reached  the  well  —  a  fugitive, 
tired,  friendless,  without  any  place  to  go  to.  Show  a 
picture  of  an  ancient  well,  and  explain  how  the  flocks 
were  brought  there  every  night  to  be  watered.  Question 
the  class  about  the  events  that  led  to  Moses  becoming 
a  member  of  Jethro's  household.  Describe  the  country 
and  Moses's  life  there.  Show  how  in  this  life  he  was 
being  trained  further  for  his  future  great  work.  In  what 
way  did  the  knowledge  of  this  future  work  come  to  him  ? 


Junior  Department  Course  163 

Question  as  to  the  unwillingness  of  Moses  to  undertake 
the  work.  How  were  his  objections  overcome?  Why 
does  he  now  leave  Midian?  Describe  the  preparations 
for  the  journey  itself,  using  the  map,  and  the  meeting 
with  Aaron.  Note  in  this  connection  the  early  fulfilment 
of  God's  promise.  What  was  the  condition  of  the  He- 
brews when  IMoses  came  to  them?  Note  that  they  had 
no  army,  no  weapons,  and  had  been  slaves  for  many 
years.  Would  they  be  likely  to  believe  INIoses?  Describe 
the  way  Moses  and  Aaron  went  about  their  work.  In 
what  way  were  they  able  to  win  the  people?  Did  the 
people  believe  in  them?  How  did  they  show  their  belief? 
Review  the  whole  story  (by  questions,  or  by  having  one 
member  of  the  class  repeat  the  story  while  the  others 
listen  to  correct),  making  sure  that  the  class  has  a  clear 
knowledge  of  the  facts  of  the  lesson.  Try  to  present  the 
narrative  and  to  review  it  in  such  a  way  that  the  class 
may  gain  some  idea  of  the  relationship  between  God's 
work  and  his  chosen  workers.  Moses's  training  in 
Egypt  and  in  Midian  fitted  him  to  be  a  leader. 

Suggested  Gencralhation.  (Adapt  form  of  statement  to 
pupils.) 

God's  work  is  to  be  done  by  those  zvho  are  prepared  to  do  it. 
What  training  did  Moses  receive  in  Egypt?  What  effect 
did  the  years  spent  in  the  desert  of  Midian  have  upon 
him?  What  kind  of  a  man  do  you  think  would  be  re- 
quired to  become  a  leader  of  the  Hebrews?  Why  did 
God  call  Moses  to  become  their  leader?  It  is  so  today: 
God  calls  those  who  are  prepared  to  be  leaders  in  doing 
his  work. 

Memory  Verse. 

"  Come  now  therefore,  and  I  will  send  thee  unto 
Pharaoh,  that  thou  mayest  bring  forth  my  people,  the 
children  of  Israel,  out  of  Egypt"  (Exod.  3:10). 


164  Bible-School  Curriculum 

Review  Questions.      (To   be   answered   by   the   scholar   at 
home.) 

1.  When  Moses  left  Egypt,  where  did  he  go? 

2.  What  was  his  occupation  there? 

3.  What  wonderful  thing  happened  to  him  there? 

4.  What  did  God  ask  him  to  do? 

5.  What  was  Moses's  reply? 

6.  What  promise  of  help  did  God  give  him? 

7.  Who  was  sent  to  be  Moses's  helper? 

8.  What  did  Moses  and  Aaron  do  in  Egypt? 
Scholar's  Home  Work. 

Advance  work: 

Study  the  text  of  the  story,  found  in  Exod.  3 :  1-12 ; 
4:1-21,  27-31. 

Review  and  constructive  work: 

Paste  picture,  "  Moses  and  the  Burning  Bush "  by 
D.  Feti,  in  the  Review  Book.  Write  over  the  picture 
the  lesson  subject,  "Moses  the  Leader,"  and  the  place 
in  the  Bible  where  this  story  is  found,  Exod.  2 :  16-22, 
3:  1-12,  4:  1-21,  27-31.  Beneath  the  picture  write  the 
memory  verse.  Answer  the  review  questions,  and 
when  corrected  by  the  teacher  paste  the  sheet  into  the 
Review  Book  on  the  page  opposite  the  picture. 

Lesson  ii 
moses  and  pharaoh 
Lesson  Material. 

Exod.  5:1-19;    6:1-13;    7:8-13,  20-24;    8:6-15,   17-19, 
24-32 ;    9 :  1-12,  23-35 ;    10 :  3-29 ;    1 1 :  4-io ;    12  :  21-36. 
Teacher's  Study  Material. 
Exod.  chaps.  5-12 ;    Rawlinson,  Moses  in  "  Men  of  the 
Bible"  series,  chap,  ix;    Geikie,  Hours  with   the  Bible, 
Vol.  II,  T^^.iS2-^7',  Expositor's  Bible,  "Exodus,"  chaps. 


Junior  Department  Course  165 

v-xi;  Price,  The  Monuments  and  the  Old  Testament, 
pp.  107-22;  Hastings,  Bible  Dictionary,  art.  "Plagues 
of  Egypt." 

Illustrative  Material.. 

Pictures  of  Egyptian  temples  and  palaces.  Picture, 
"  Pharaoh  Urging  Moses  to  Leave  Egypt,"  by  Dore. 
Picture  for  the  Review  Book,  "  Moses  and  Aaron  before 
Pharaoh,"  by  Dore. 

Connecting  Links. 

Review:  Give  a  brief  review  of  the  last  lesson  and 
emphasize  the  difficult  task  Moses  had  undertaken  — 
to  get  the  consent  of  the  king  for  the  Hebrews  to  leave 
the  land,  and  then  to  make  all  plans  for  the  great  multi- 
tude of  people  to  take  a  long  journey  seeking  a  new 
home.  The  lesson  today  tells  about  Moses  trying  to 
get  Pharaoh's  permission  for  the  Hebrews  to  leave 
Egypt. 

Intervening  events :  After  Moses  had  addressed  the 
people,  and  had  told  them  of  how  God  had  called  him 
in  the  wilderness  of  Midian  to  return  to  Egypt  to 
lead  them  to  a  new  home  where  they  would  no  longer 
be  slaves  but  free,  he  and  Aaron  went  before  Pharaoh 
the  king  to  ask  his  permission  for  the  Hebrews  to  leave 
Egypt.     Our  narrative  begins  at  this  point. 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  Moses's  request  of  Pharaoh. 

a)  Rejected  by  Pharaoh. 

b)  Results  in  an  increase  of  the  Hebrews'  burdens. 

2.  The  encouraging  message  from  God. 

a)  His  promise  remembered. 

b)  Deliverance  assured. 


1 66  Bible-School  Curriculum 

3.  The  contest  with  Pharaoh, 

a)  The  sign  of  the  rod. 

b)  The  first  nine  plagues. 

(i)  The  magicians  try  to  imitate  them. 

(2)  Pharaoh  promises  to  let  the  people  go. 

(3)  The  plagues  disappear  —  Pharaoh  fails  to  keep 
his  promise. 

c)  The  death  of  the  first-born  announced. 

4.  The  Hebrews'  preparation  for  leaving. 

a)  Preparations  for  the  journey. 

b)  The  Passover  instituted. 

5.  The  tenth  plague  inflicted. 

o)  The  first-born  of  all  destroyed. 

b)  Pharaoh's  great  distress. 

c)  The  Hebrews  urged  to  leave. 
Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  Describe 
the  first  meeting  of  Pharaoh  with  Moses  and  Aaron. 
(Show  picture.)  For  what  did  Moses  and  Aaron  ask? 
How  did  Pharaoh  treat  them?  What  was  the  result  to 
the  people  of  this  first  request?  Point  out  to  the  class 
the  effect  upon  the  Hebrews  of  this  increase  of  their 
burdens.  How  did  they  change  toward  Moses  and 
Aaron?  What  then  did  Moses  do?  What  encourage- 
ment came  to  him?  Describe  the  second  meeting  of  the 
two  leaders  with  King  Pharaoh.  Note  the  signs  that 
were  done  in  Pharaoh's  presence.  In  what  way  did 
Moses  and  Aaron  show  themselves  superior  to  the  wise 
men  of  the  king?  What  was  the  result  of  this  meeting? 
Describe  in  order  the  first  nine  plagues.  Note  that  they 
probably  extended  over  quite  a  period  of  time,  perhaps  a 
year  or  more.    Question  the  class  as  to  the  effect  of  each 


Junior  Department  Course  167 

plague.  What  kind  of  a  man  does  this  part  of  the  nar- 
rative show  King  Pharaoh  to  be?  What  did  Moses 
finally  threaten?  Question  the  class  about  the  prepara- 
tions for  the  great  journey.  Describe  briefly  the  institu- 
tion of  the  Passover  and  explain  its  meaning.  What 
great  affliction  finally  came  upon  the  Egyptians?  Upon 
whom  did  it  fall?  How  did  this  affect  Pharaoh?  What 
did  the  king's  servants  beg  him  to  do?  Picture  the  great 
distress  throughout  the  city,  and  impress  the  thought  that 
at  last  the  great  king  had  to  recognize  the  God  of  the 
Hebrews.  Note  how  eager  the  king  and  all  his  people 
were  to  have  the  Hebrews  go.  Why  was  this?  Thus 
the  promise  of  God  was  fulfilled,  and  the  Israelites,  under 
the  leadership  of  Moses,  started  on  their  long  journey  to 
their  new  home  in  the  Promised  Land.  Review  the 
whole  story,  making  sure  that  the  class  has  a  clear 
knowledge  of  the  facts  of  the  lesson  narrative.  Try  to 
present  the  narrative  and  to  review  it  in  such  a  way  that 
the  class  may  be  impressed  with  the  certainty  of  the  ac- 
complishment of  God's  purposes  which  the  lesson  illus- 
trates. 

Suggested  Gencralisaiion.      (Adapt   form  of  statement  to 
pupils.) 

God's  purposes  will  be  realized,  although  we  may   hasten  or 
hinder  such  realization. 

What  did  God  promise  to  do  for  the  Hebrews?  Whom 
did  he  send  as  their  leader?  What  did  Pharaoh  do  when 
Moses  asked  for  the  release  of  the  Hebrews?  How  did 
he  act  when  one  plague  after  another  fell  upon  him  and 
his  people?  What  was  he  finally  compelled  to  do?  So 
today  God  has  certain  plans  for  our  lives  and  for  the 
lives  of  all  people.  We  should  try  to  find  out  what  God 
wants,  and  then  help  and  not  hinder  the  good  work. 


1 68  Bible-School  Curriculum 

Memory  Verse. 

"  I  am  Jehovah,  and  I  will  bring  you  out  from  under  the 
burdens  of  the  Egyptians,  and  I  will  rid  you  out  of  their 
bondage"  (Exod,  6:6a). 

Review  Questions.      (To  be  answered  by  the  scholar  at 
home.) 

1.  What  was  the  first  request  Moses  made  of  Pharaoh? 

2.  What  was  the  result  of  this  request? 

3.  Wliat  promise  did  God  make  the  Hebrews? 

4.  Name  the  first  nine  plagues. 

5.  What  effect  did  these  plagues  have  upon  Pharaoh? 

6.  What  great  ceremonial  feast  was  established  at  this 
time? 

7.  What  was  the  tenth  plague? 

8.  In  what  did  this  last  plague  result? 

Scholar's  Home  Work. 
Advance  work: 

Study  the  text  of  the  story  found  in  Exodus,  portions 
of  chaps.  V  to  xii. 
Review  and  constructive  work: 

Paste  picture,  "  Moses  and  Aaron  before  Pharaoh " 
by  Dore,  in  the  Review  Book.  Write  over  the  picture 
the  lesson  subject,  "  Moses  and  Pharaoh,"  and  the 
place  in  the  Bible  where  this  story  is  found,  Exod. 
chaps,  v-xii.  Beneath  the  picture  write  the  memory 
verse.  Answer  the  review  questions,  and  when  cor- 
rected by  the  teacher  paste  the  sheet  into  the  Review 
Book  on  the  page  opposite  the  picture. 


Junior  Department  Course  169 

§  3.   books  relating  to  the  work  of  grade  a 

A.     REFERENCE     READING     FOR    THE    TEACHER 

Bissell,  Biblical  Antiquities  j;^American  Sunday  School  Union, 

Philadelphia). 
Geikie,  Hours  with  the  Bible  (James  Pott  &  Co.,  New  York). 
Geikie,   Old   Testament   Characters    (James   Pott  &   Co.,   New 

York). 
Kent,  A  History  of  the  Hebrew  People,  2  vols.  (Charles  Scrib- 

ner's  Sons,  New  York). 
Kent,    A    History    of    the   Jewish    People    (Charles    Scribner's 

Sons,  New  York). 
MacCoun,  The  Holy  Land  in  Geography  and  History,  2  vols. 

(F.  H.  Revell  Co.,  Chicago). 
Ottley,  A  History  of  the  Hebrews  (The  Macmillan  Co.,  New 

York). 
Price,  The  Monuments  and  the  Old  Testament  (The  Christian 

Culture  Press,  Chicago). 
"Men  of  the  Bible"  series:     15  vols,  on  the  Old  Testament; 

Rev.  J.  S.  Exell,  M.A.,  editor  (F.  H.  Revell  Co.,  Chicago). 

B.     SUPPLEMENTAL    READING    FOR    THE    PUPIL 

Baldwin,  Old  Stories  of  the  East  (American  Book  Co.,  New 

York). 
Bennett  and  Adeney,   The  Bible  Story    (The  Macmillan   Co., 

New  Y'ork). 
Gaskoin,    Children's    Treasury   of  Bible   Stories,    Part   I    (The 

Macmillan  Co.,  New  York). 
Gilder,  The  Bible  for  Children  (The  Century  Co.,  New  York). 
Guerber,  The  Story  of  the  Chosen  People  ^(American  Book  Co., 

New  York). 
Mackail,  The  Little  Bible  (Doubleday  and  McClure  Co.,  New 

York). 
Moulton,  The  Modern  Reader's  Bible;    Children's  series:    Old 

Testament  stories   (The  Macmillan  Co.,  New  York). 


170  Bible-School  Curriculum 

Ralph,  Step  hy  Step  through  the  Bible,  Parts  I  and  II  (Thomas 

Nelson  &   Sons,   New  York). 
Sheldon,  Old  Testament  Stories  (W.  W.  Welch  Co.,  Chicago). 


§  4.     OUTLINE  OF  THE  COURSE  FOR  GRADE  B 

GRADE     subject:      THE     STORY     OF     GOd's     SON JESUS     CHRIST 

(bringing    god's    MESSAGE    OF    BLESSING    FOR    ALL) 

Chapter  i  — The  coming  of  Jesus. 

1.  Preparing     for     his     coming  —  in     the     home     of 
Zacharias. 

2.  Preparing  for  his  coming  —  in  the  home  of  Joseph 
and  Mary, 

3.  The  lowly  birth  and  heavenly  announcement. 

4.  The  wise  men  from  the  East. 

5.  Safety  in  Egypt. 

Chapter  2  —  The  boyhood  of  Jesus. 

6.  Jesus'  home  and  school  training. 

7.  The  lirst  visit  to  Jerusalem. 

8.  Rez'iezv.    Chaps,  i  and  2. 

Chapter  3  —  Jesus  begins  his  work. 

9.  The  baptism  of  Jesus. 
ID.    The  temptation  of  Jesus. 

11.  Jesus  announced  by  John. 

12.  Choosing  the  lirst  disciples. 

13.  The  first  miracle. 

14.  Cleansing  the  temple. 

15.  Review. 

Chapter  4  —  Jesus  and  the  people. 

16.  Winning  a  woman  of  Samaria. 

17.  A  Sabbath-day's  work. 

18.  A  missionary  journey. 


Junior  Department  Course  171 

19.  Healing  the  paralytic. 

20.  The  use  of  the  Sabbath. 

21.  The  sermon  on  the  mount. 

22.  Review. 

Memory  work :    selections  from  the  sermon  on  the 
mount. 

23.  Healing  at  a  distance. 

24.  Raising  the  dead. 

25.  Answering  John's  messengers. 

26.  Forgiving  the  penitent. 

27.  Teaching  by  parables. 

28.  Stilling  the  tempest. 

29.  Casting  out  evil  spirits. 

30.  Feeding  five  thousand. 

31.  Review. 

Memory  work :    selections  from  the  sermon  on  the 
mount. 

Chapter  5  — Jesus  and  his  disciples. 

32.  Healing  the  foreigner. 

33.  Peter's  confession. 

34.  A  prophecy  of  what  was  to  come. 

35.  The  wonderful  transfiguration. 

36.  Settling  a  dispute. 

37.  Review. 

jNIemory  work :    selections  from  the  sermon  on  the 
mount. 

Chapter  6  —  Jesus  completes  his  work. 

38.  Three  stories  of  love. 

39.  The  raising  of  Lazarus.        \ 

40.  The  rich  young  ruler. 

41.  Zaccheus  the  tax-collector. 

42.  The  triumphal  entry  into  Jerusalem, 


172  Bible-School  Curriculum 

43.  Review. 

Memory  work :    selections  from  the  sermon  on  the 
mount. 

Chapter  7  —  Jesus  returns  to  his  father. 

44.  The  farewell  to  his  disciples. 

45.  The  arrest. 

46.  The  trial. 

47.  The  crucifixion  and  resurrection. 

48.  The  appearances. 

49.  The  ascension. 

50.  Review. 

Book  work :    the  four  gospels. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  5.  SUGGESTIVE  LESSON  PLANS  FOR  GRADE  B 

Lessons  16-18 

Lesson   16 

winning  a  woman  of  samaria 

Lesson  Material. 
John  4 :  1-26,  28-30,  39-42. 

Teacher's  Study  Material. 
Stevens  and  Burton,  A  Harmony  of  the  Gospels,  for  the 
intervening  events ;  Edersheim,  Life  and  Times  of  Jesus 
the  Messiah,  Vol.  I,  pp.  394-418 ;  Andrews,  Life  of  Christ, 
pp.  I83--86;  Phelps,  The  Story  of  Jesus  Christ,  pp.  109-14; 
Farrar,  The  Life  of  Christ,  pp.  1 10-15;  Gilbert,  The 
Student's  Life  of  Jesus,  pp.  104-9;  a  good  critical  com- 
mentary. 


Junior  Department  Course  173 

Illustrative  Material. 

Outline    map    showing    Jesus'    journey    from    Jerusalem 
northward   through   Samaria  to    Galilee.     On   this   map 
locate  Jacob's  well.     General  pictures  :     "  Jacob's  Well," 
"  Woman  Carrying  Water-pot."    Picture  for  the  Review 
Book,   "  Christ  and  the  Woman  of   Samaria,"   by   Hof- 
mann. 
Connecting  Links. 
Review :     As  the  last  lesson  was   a  full  review  of  the 
lessons  of  chap.  3,  a  simple  review  statement  by  the 
teacher  is  all  that  is  needed  now.    In  our  new  chapter, 
in  the  story  of  God's  Son,  chap.  4,  we  shall  learn  of 
Jesus'  work  among  the  people ;   of  how  he  taught  them 
and  helped  them  in  many  ways. 
Intervening  events :     After  the  cleansing  of  the  temple 
Jesus  has  a  long  talk  with  Nicodemus,  a  ruler  of  the 
Jews.     He   then    leaves   Jerusalem   and   preaches   and 
works  in  Judea.     After  some  months'  work  in  Judea 
he  starts  north  for  Galilee,  passing  through  Samaria, 
and  it  is  here  in  Samaria  that  the  events  of  our  lesson 
happen. 
Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  The  weary  travelers. 

a)  Jesus  and  the  disciples  journey  to  Galilee. 
h)  They  reach  Jacob's  well  tired  and  hungry. 

c)  The  disciples  go  for  food. 

d)  Jesus  rests  by  the  well-side. 

2.  The  Samaritan  woman. 

a)   Comes  to  the  well  to  draw  water. 
h)  Meets  and  talks  with  Jesus. 

3.  Jesus  wins  the  woman  to  a  better  life. 
a)  The  woman's  curiosity  is  aroused. 
h)  Her  desire  is  awakened 


174  Bible-School  Curriculum 

c)  Her  real  need  is  revealed  to  her. 
rf)  She  finally  believes  in  Jesus, 
4.    The  woman  tells  others  the  news. 

a)  Many  come  from  the  city  to  see  Jesus. 

b)  He  stays  in  the  Samaritan  city  two  days,  teaching 
and  helping  the  people. 

Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  After  a 
brief  review  show  on  the  map  the  road  Jesus  took  on 
his  journey  to  Galilee,  and  the  position  of  Jacob's  well. 
Tell  of  the  origin  of  the  well  and  its  present  condition, 
and  show  a  picture  of  it  as  it  is  now.  What  was  the 
condition  of  Jesus  and  his  disciples  when  they  reached 
the  well?  Picture  to  the  class  Jesus,  tired  and  hungry, 
resting  by  the  well-side,  while  his  disciples  sought  food 
in  the  nearby  town.  Who  comes  to  the  well  while  Jesus 
is  resting  there?  For  what  purpose?  Show  picture  of 
woman  carrying  water.  What  did  Jesus  ask  of  her? 
Why  was  she  so  surprised  at  this?  Tell  the  class  some- 
thing of  the  prejudice  the  Jews  had  against  the  Samari- 
tans, and  also  of  the  way  in  which  they  regarded  woman. 
Note  that  Jesus,  although  tired,  was  ever  ready  to  help 
people.  He  could  see  that  this  woman,  who  had  led  an 
evil  life,  was  discontented  with  that  life,  and  even  though 
she  disliked  Jews  —  for  the  Jews  and  the  Samaritans 
had  no  dealings  one  with  another  —  he  wished  to  do 
something  for  her.  He  began  in  a  perfectly  natural  way, 
by  an  ordinary  request  for  a  drink.  Note  how  he  aroused 
her  curiosity,  and  then  awakened  a  strong  desire  on  her 
part  for  this  wonderful  water  of  which  he  spoke.  But 
the  woman  did  not  understand  Jesus'  real  meaning;  she 
thought  only  of  her  physical  needs.     Now  show  the  class 


Junior  Department  Course  175 

how  Jesus  plainly  revealed  her  needs  by  showing  to  her 
that  she  had  been  living  a  wrong  life.  What  he  wanted 
her  to  do  was  to  change  completely,  and  to  begin  to  live 
a  right  life.  Explain  in  this  connection  the  meaning  of 
Jesus'  offer  of  "  living  water,"  as  given  in  vs.  14.  The 
woman  was  discontented  with  her  past  life  and  wished 
(thirsted)  for  something  better;  Jesus  said  that  if  she 
would  believe  in  him  and  follow  his  teachings,  she  would 
never  after  be  dissatisfied  (never  thirst  again),  but 
would  be  happy  and  contented.  Question  the  class  as  to 
how  the  woman  received  Jesus'  statement.  What  did 
she  at  first  believe?  Whom  did  she  finally  believe  him  to 
be?  What  does  she  then  do?  Why  do  the  Samaritans 
at  first  believe?  What  do  they  ask  of  Jesus ?  With  what 
result?  Review  the  whole  story,  making  sure  that  the 
class  has  a  clear  knowledge  of  the  facts  of  the  lesson 
narrative,  and  a  grasp  of  the  idea  involved  in  the  story. 
In  connection  with  the  review  use  Hofmann's  picture, 
"  Christ  and  the  Woman  of  Samaria." 

Suggested  Generalization. 

Every  opportunity  to  do  good  is  a  call  to  do  good. 
In  what  condition  was  Jesus  when  he  came  to  the  well? 
Who  came  to  the  well  while  he  was  resting?  What  kind 
of  a  life  had  this  woman  led?  What  did  Jesus  do?  But 
was  he  not  very  tired  and  desirous  to  rest?  Why  then 
did  he  speak  to  her?  Was  it  worth  while  helping  just  one 
person?  What  was  the  result  of  their  talk?  How  do 
you  suppose  Jesus  felt  at  the  close  of  the  talk?  So  today 
we  should  use  every  opportunity  to  do  good  that  comes 
to  us,  even  though  the  service  appears  small. 

Memory  Verse. 

"  My  meat  is  to  do  the  will  of  him  that  sent  me,  and  to 
accomplish  his  work"   (John  4:34). 


176  Bible-School  Curriculum 

Review  Questions.      (To  be  answered  by  the   scholar  at 
home. ) 

1.  At  what  place  did  Jesus  and  his  disciples  rest  on  their 
journey  to  Galilee? 

2.  Who  met  him  there? 

3.  What  did  Jesus  ask  of  her? 

4.  What  did  Jesus  say  he  could  give  her? 

5.  What  did  Jesus  mean  by  these  words? 

6.  Whom  did  the  woman  linally  believe  Jesus  to  be? 

7.  To  whom  did  she  carry  the  news? 

8.  What  was  the  result  of  her  message? 
Scholar's  Home  Work. 

Advance  work : 
Study  the  text  of  the  story  found  in  John  4 :  1-26,  28-30, 
39-42. 

Review  and  constructive  work: 

Paste  picture,  "  Christ  and  the  Woman  of  Samaria,"  by 
Hofmann,  in  the  Review  Book.  Write  over  the  pic- 
ture the  lesson  subject,  "  Winning  a  Woman  of 
Samaria,"  and  the  place  in  the  Bible  where  this  story 
is  found,  John  4 :  1-26.  Beneath  the  picture  write  the 
memory  verse.  Answer  the  review  questions,  and  when 
corrected  by  the  teacher  paste  the  sheet  into  the  Review 
Book  on  the  page  opposite  the  picture.  Trace  the  jour- 
neys of  the  lesson  on  the  Progressive  Outline  Map  of 
Palestine  (published  by  D.  C.  Heath  &  Co.,  Boston). 

Lesson  17 
A  sabbath-day's  work 
Lesson  Material. 

Matt.  8 :  14-17 ;   Mark  i :  21-34 ;   Luke  4 :  3i-4i- 
Teacher's  Study  Material. 
Stevens  and  Burton,  A  Harmony  of  the  Gospels,  for  the 
intervening  events ;   Gilbert,  The  Student's  Life  of  Jesus, 


Junior  Department  Course  177 

pp.  114-29;  Phelps,  The  Story  of  Jesus  Christ,  pp.  137-47; 
Farrar,  The  Life  of  Christ,  pp.  125-29;  Thomson,  The 
Land  and  the  Book,  Vol.  II,  pp.  417-21 ;  Edersheim, 
Life  and  Times  of  Jesus  the  Messiah,  Vol.  I,  pp.  478-88; 
a  good  critical  commentary. 

niustra t ive  Material. 
Trace  on  the  blackboard  outline  map  Jesus'  journeys 
since  the  last  lesson.  General  pictures  :  "  Capernaum  and 
the  Sea  of  Galilee"  (Wilde,  No.  213),  "The  Book  of  the 
Law"  (Wilde,  No.  237),  and  "Jesus  Preaching  in  the 
Synagogue,"  by  Bida.  Picture  for  the  Review  Book, 
"  Christ  Healing  the  Sick,"  by  Hofmann. 

Connecting  Links. 

Review :  Briefly  review  the  last  lesson,  laying  emphasis 
upon  the  conditions  under  which  the  ministry  of  Jesus 
as  there  presented  was  accomplished. 

Intervening  events :  As  these  are  given  trace  the  jour- 
neys on  the  map.  Jesus  continued  his  northward  jour- 
ney from  Samaria  and  entered  Galilee.  The  first  note 
we  have  of  him  is  at  Cana,  from  which  place  he  healed 
the  nobleman's  son  who  was  lying  sick  at  Capernaum. 
From  there  he  went  to  Nazareth,  his  own  city.  A  ser- 
mon which  he  preached  in  the  Nazareth  synagogue 
stirred  the  people  against  him,  and  he  was  forced  to  go 
to  Capernaum,  which  he  made  his  home.  One  day, 
walking  by  the  Sea  of  Galilee,  he  saw  four  fishermen, 
Peter,  Andrew,  James,  and  John,  fishing  and  m^ending 
their  nets.  These  four  men  he  called  to  be  his  first  dis- 
ciples.   At  this  point  our  lesson  of  today  begins. 

Narrative  Outline.    (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 
I.    In  the  Capernaum  synagogue. 
c)  He  teaches  with  authority. 


178  Bible-School  Curriculum 

b)  He  heals  with  power. 

(i)  A  demoniac  disturbs  the  meeting. 

(2)  Jesus  casts  the  evil  spirit  out  of  the  man. 

(3)  The  people  marvel  at  his  power. 

c)  His  wonderful  ministry  is  reported  throughout  the 
region, 

2.  In  Peter's  home. 

a)  They   tell   him  of  the   sickness   of   Peter's   wife's 
mother. 

b)  He  touches  her  and  commands  the  fever  to  leave 
her. 

c)  Pier  cure  sudden  and  complete. 

3.  In  the  city  at  sunset. 

a)  After  sundown  many  sick  are  brought  to  him. 

b)  He  lays  his  hands  on  them  and  heals  them, 

c)  He  casts  out  the  evil  spirits  from  many. 

Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  Jesus 
now  makes  Capernaum  his  permanent  home.  On  the 
Sabbath,  as  was  his  custom,  he  goes  to  the  synagogue  and 
is  invited  to  teach  the  congregation.  Describe  a  syna- 
gogue and  its  services.  (See  Thomson's  The  Land  and 
the  Book.)  Show  picture  of  a  roll  of  the  law  and  also 
Bida's  picture,  "  Jesus  Preaching  in  the  Synagogue." 
What  effect  did  his  teaching  have  upon  the  people? 
Why?  Explain  to  the  class  the  difiference  between  Jesus' 
teaching  and  that  of  the  scribes.  The  scribes  were  con- 
tinually quoting  this,  that,  or  the  other  Rabbi  as  author- 
ity for  what  they  taught ;  Jesus  said  when  he  taught,  "  I 
say  unto  you."  Question  as  to  the  disturbance  caused 
by  the  possessed  man.  What  was  the  trouble  with  him? 
We  shall  not  be  able  to  explain  wholly  this  scene,  as  we 


Junior  Department  Course  179 

do  not  understand  just  what  demon-possession  was;  but 
such  possessed  persons  acted  as  insane  persons  act,  and 
many  think  that  possession  by  an  evil  spirit,  as  it  is 
called  in  the  Bible,  was  a  kind  of  insanity.  Whatever  the 
real  trouble,  Jesus  heals  the  man.  Question  the  class  as 
to  the  means  used.  No  medicine,  no  treatment;  simply 
a  word  of  command,  and  the  man  was  healed.  What  was 
the  ejfifect  of  this  upon  the  people?  What  question  did 
they  ask  one  another?  To  what  extent  did  Jesus'  won- 
derful work  become  known?  Where  did  he  go  upon 
leaving  the  synagogue?  What  trouble  did  he  find  there? 
What  do  you  suppose  the  disciples  who  told  Jesus  of  the 
trouble  expected  of  him?  Did  they  have  any  right  to 
expect  this?  Did  they  believe  Jesus  could  cure  the  sick 
one?  What  led  them  to  believe?  What  did  Jesus  do? 
With  what  result?  How  do  we  know  that  a  cure  was 
effected?  Have  the  class  compare  these  two  miracles  of 
healing;  one  physical,  one  mental;  both  by  word  of 
command;  both  sudden  and  complete.  What  effect  did 
this  ministry  of  healing  have  upon  the  four  disciples? 
What  happened  in  the  city  at  sundown?  Why  did  the 
people  wait  until  sunset?  Explain  to  the  class  the  strict 
Sabbath-keeping  practices  of  the  Jews.  They  were  so 
strict  that  they  would  not  have  cures  wrought  on  the 
Sabbath  day.  Jesus  held  this  to  be  wrong  and  he  him- 
self did  cure  sick  people  on  the  Sabbath,  but  the  Jewish 
leaders  condemned  him  for  doing  so.  What  diseases 
were  healed  by  Jesus?  What  means  did  he  use  to  heal? 
Try  to  have  the  class  picture  the  scene:  the  divine  min- 
ister, laying  his  hands  of  healing  upon  all  who  came  to 
him  and  restoring  them  to  health;  speaking  words  of 
command  with  power,  and  thus  curing  the  many  afflicted 
with  mental  disease;  speaking  words  of  comfort  and 
peace  to  those   who   were   burdened   with   sorrows   and 


i8o  Bible-School  Curriculum 

troubles.  Review  the  whole  story,  making  sure  that  the 
class  has  a  clear  knowledge  of  the  facts  of  the  lesson 
narrative,  and  a  grasp  of  the  idea  involved  in  the  story. 
In  connection  with  the  review  use  Hofmann's  picture, 
"  Christ  Healing  the  Sick," 

Suggested  Generalisation. 

To  be  helpful  to  others  should  be  our  highest  aim. 
What  did  Jesus  do  as  soon  as  he  came  to  Capernaum? 
How  did  he  seek  to  help  the  people?  What  did  he  do 
for  the  insane  man?  What  for  Peter's  wife's  mother? 
What  for  the  many  who  were  brought  to  him  at  sunset? 
Why  did  Jesus  do  all  this?  If  this  was  Jesus'  work, 
what  does  he  expect  of  his  disciples?  There  are  many 
ways  of  being  helpful  to  others,  but  the  one  who  is  not 
seeking  at  all  times  to  be  thus  helpful  is  not  living  the 
highest  and  truest  kind  of  a  life. 

Memory  Verse. 

"  Whosoever  would  become  great  among  you  shall  be 
your  minister;  and  whosoever  would  be  first  among  you 
shall  be  your  servant"   (Matt.  20:26,  27). 

Review  Questions.      (To  be  answered  by  the   scholar  at 
home.) 

1.  What  place  did  Jesus  make  his  home  after  his  rejec- 
tion at  Nazareth? 

2.  What  was  Jesus'  Sabbath  custom? 

3.  How    did    Jesus'    teaching    differ    from    that    of    the 
scribes  ? 

4.  What  wonderful  cure  did  Jesus  perform  in  the  syna- 
gogue ? 

5.  What  was  the  result  of  this  miracle? 

6.  What  other  cure  was  done  on  the  same  day? 

7.  Who  were  brought  to  him  at  sunset  ? 

8.  What  did  he  do  for  them? 


Junior  Department  Course  i8i 

Scholar's  Home  Work. 
Advance  work: 

Study  the  text  of  the  story  found  in  Mark  i :  21-34  and 
in  Luke  4:  31-41. 
Review  and  constructive  work : 

Paste  picture,  "  Christ  HeaHng  the  Sick,"  by  Hofmann, 
in  the  Review  Book.  Write  over  the  picture  the  les- 
son subject,  "A  Sabbath-Day's  Work,"  and  the  place  in 
the  Bible  where  this  story  is  found,  I\Iark  i :  21-34  and 
Luke  4:31-41.  Beneath  the  picture  write  the  memory 
verse.  Answer  the  review  questions,  and  when  cor- 
rected by  the  teacher  paste  the  sheet  into  the  Review 
Book  on  the  page  opposite  the  picture.  Trace  the 
journeys  of  the  lesson  on  the  Progressive  Outline  Map 
of  Palestine. 

Lesson  18 
a  missionary  journey 

Lesson  Material. 
Matt.  4 :  23 ;   8:1-4;    Mark  i :  35-45  ;    Luke  4 :  42-44 ;    5  : 
12-16. 

Teacher's  Study  Material. 
Stevens  and  Burton,  A  Harmony  of  the  Gospels,  for  the 
intervening  events ;  Gilbert,  The  Student's  Life  of  Jesus, 
pp.  129,  130;  Phelps,  The  Story  of  Jesus  Christ,  pp,  146- 
54;  Andrews,  The  Life  of  Our  Lord,  pp.  249-52;  Eders- 
heim,  Life  and  Times  of  Jesus  the  Messiah,  Vol.  I,  pp. 
489-98;   a  good  critical  commentary. 

Illustrative  Material. 

Trace  on  the  blackboard  outline  map  the  probable  route 
of  the  missionary  journey.  General  pictures:  "A  Group 
of  Lepers  by  the  Roadside"   (Wilde,  No.  228),  "Jesus 


i82  Bible-School  Curriculum 

Healing  the  Leper,"  by  Bida,  and  "Jesus  Preaching  in 
the  Synagogue,"  by  Bida.  Picture  for  the  Review  Book, 
"  Christ  Preaching  from  a  Boat,"  by  Hofmann. 

Connecting  Links. 
Review :  Briefly  review  the  last  lesson,  laying  emphasis 
upon  the  compassion  of  Jesus  and  his  readiness  at  all 
times  to  help  the  needy. 
Intervening  events :  There  are  no  events  intervening 
between  last  lesson  and  the  one  for  today.  The  mis- 
sionary journey  seems  to  have  been  begun  immediately 
after  the  great  day  of  healing  in  Capernaum. 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  The  reason  for  the  journey. 

a)  Jesus  goes  out  early  in  the  morning  to  pray. 

b)  The  multitude  seek  him. 

c)  They  desire  him  to  remain  with  them. 

d)  He  answers  that  the  Gospel  must  be  preached  to 
others. 

e)  With  his  disciples  he  visits  the  towns  of  Galilee. 

2.  The  work  of  the  journey. 
o)   Preaching  the  Gospel. 

b)  Teaching  the  people. 

c)  Healing  ail  manner  of  disease. 

3.  An  incident  of  the  journey. 

a)  A  leper  begs  to  be  cured. 

b)  Jesus  cures  him  with  a  touch. 

c)  The  leper  is  commanded  to  tell  no  one,  but  to  show 
himself  to  the  priest. 

d)  In  his  joy  he  tells  everyone  of  the  miracle. 

e)  As  a  result  great  crowds  come  to  Jesus  for  healing. 


Junior  Department  Course  183 

Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  After  the 
Sabbath  day  of  healing  Jesus  goes  out  in  the  early  morn- 
ing to  pray.  Question  the  class  about  prayer.  What  is 
it?  Why  did  Jesus  pray?  Try  to  impress  the  thought 
that  if  Jesus  felt  the  need  of  prayer,  how  much  more  do 
we  need  it  in  our  lives.  Who  came  seeking  Jesus?  For 
what  purpose?  How  did  Jesus  answer  them?  What 
does  this  answer  teach  us  about  the  Gospel?  What 
does  it  teach  us  about  the  work  of  Jesus?  Jesus  and  a 
few  of  his  disciples  now  start  out  upon  a  missionary 
journey  throughout  the  province.  Locate  Galilee  on  the 
map.  Point  out  and  name  to  the  class  some  of  the  prin- 
cipal villages  and  towns.  Draw  the  journey  line  so  as 
to  include  these.  The  evangelist  tells  us  that  Jesus' 
work  was  threefold:  (i)  Preaching  the  gospel  in  the 
synagogues.  Show  Bida's  picture  of  Jesus  preaching  in 
the  synagogue.  Question  about  Jesus'  preaching.  What 
was  the  subject?  Who  heard  him?  What  effect  did  it 
have?  (2)  Teaching  the  people.  In  the  synagogue,  upon 
the  sea-shore,  upon  the  hillside,  or  upon  the  plains,  wher- 
ever Jesus  could  gather  the  people.  Explain  to  the  class 
the  difference  between  teaching  and  preaching.  (3)  Heal- 
ing the  sick  of  all  manner  of  disease,  physical  and  mental. 
Jesus  came  to  be  a  minister,  to  minister  to  man's  needs, 
physical,  mental,  and  spiritual.  He  was  not  only  a 
preacher,  proclaiming  salvation,  nor  simply  a  teacher, 
pointing  out  to  all  the  way  of  right  living ;  he  was  also  a 
healer  of  men's  diseased  bodies.  Tell  the  class  something 
of  the  great  work  of  healing  that  is  being  carried  on  in 
our  country  and  in  mission  lands,  under  the  influence  and 
inspiration  of  the  spirit  of  Christianity.     Somewhere  on 


184  Bible-School  Curriculum 

the  journey  a  leper  meets  Jesus  and  beseeches  him  for 
healing.  Leprosy  was  considered  by  the  Jews  to  be  in- 
curable except  by  direct  act  of  God.  Question  about  the 
leper's  faith.  Did  he  believe  that  Jesus  could  cure  him? 
Did  he  believe  that  Jesus  would  cure  him?  How  did 
Jesus  answer  his  petition?  Show  the  class  the  difference 
between  the  way  Jesus  treated  this  leper  and  the  way  a 
Jew  would  have  treated  him.  What  command  did  Jesus 
give  the  leper?  What  did  the  leper  do?  What  effect 
upon  Jesus'  missionary  work  did  the  report  of  this  great 
miracle  have?  When  Jesus  was  again  alone  what  do  we 
find  him  doing?  Review  the  whole  story,  making  sure 
that  the  class  has  a  clear  knowledge  of  the  facts  of  the 
lesson  narrative,  and  an  understanding  of  the  missionary 
spirit  which  the  lesson  expresses.  In  connection  with 
the  review  use  Hofmann's  picture,  "  Christ  Preaching 
from  a  Boat." 

Suggested  Generalization. 

The  glad  message  of  the  Gospel  is  for  all  people. 
For  what  did  Jesus  go  away  by  himself  in  the  early 
morning?  Who  followed  after  him?  What  did  they 
want?  What  did  Jesus  propose  to  do?  What  reason 
did  he  give  for  doing  this  ?  What  was  his  work  while  on 
the  journey?  What  incident  is  given  that  illustrates  one 
part  of  his  work?  Thus  Jesus  himself  taught  and  illus- 
trated his  teaching  by  his  actions,  that  "  the  good  tidings 
of  great  joy  "  were  to  be  carried  to  "  all  the  people,"  We 
may  not  go  away  from  home  as  missionaries,  but  we  must 
have  the  missionary  spirit  if  we  are  to  be  true  disciples 
of  Jesus. 

Memory  Verse. 

"  But  he  said  unto  them,  I  must  preach  the  good  tidings 
of  the  kingdom  of  God  to  the  other  cities  also :  for  there- 
fore was  I  sent"   (Luke  4:43)- 


Junior  Department  Course  185 

Review  Questions.      (To   be   answered   by  the   scholar   at 
home.) 

1.  For  what  purpose  did  Jesus  go  away  by  himself  early 
in  the  morning? 

2.  Who  followed  him? 

3.  What  did  they  desire? 

4.  How  did  Jesus  answer  them? 

5.  Where  did  he  then  go  with  his  disciples  ? 

6.  For    what    purpose    did    he    go    on    this    missionary 
journey? 

7.  What  wonderful  miracle  of  healing  did  Jesus  do? 

8.  How  did  the  report  of  this  miracle  affect  his  mission- 
ary work? 

Scholar's  Home  Work. 

Advance  work: 

Study  the  text  of  the  story  found  in  Mark  i :  35-45. 

Review  and  constructive  work: 

Paste  picture,  "  Christ  Preaching  from  a  Boat,"  by 
Hofmann,  in  the  Review  Book.  Write  over  the  picture 
the  lesson  subject,  "A  Missionary  Journey,"  and  the 
place  in  the  Bible  where  this  story  is  found,  Mark  i : 
35-45.  Beneath  the  picture  write  the  memory  verse. 
Answer  the  review  questions,  and  when  corrected  by 
the  teacher  paste  the  sheet  into  the  Review  Book  on 
the  page  opposite  the  picture.  Trace  the  journeys 
of  the  lesson  on  the  Progressive  Outline  Map  of 
Palestine. 


§  6.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  B 

A.     REFERENCE     READING     FOR    THE    TEACHER 

Edersheim,  The  Life  and  Times  of  Jesus  the  Messiah,  2  vols. 

(Longmans,   Green  &  Co.,  New  York). 
Farrar,  The  Life  of  Christ.    Various  editions. 
Geikie,  New  Testament  Hours  (James  Pott  &  Co.,  New  York). 


i86  Bible-School  Curriculum 

Gilbert,    The   Student's   Life   of   Jesus    (The    Macmillan    Co., 

New  York). 
Gillie,  The  Story  of  Stories  (The  Macmillan  Co.,  New  York). 
Phelps,  The  Story  of  Jesus  Christ   (Houghton,  Mifflin  &  Co., 

Boston). 
Rhees,    The  Life   of   Jesus   of   Nazareth    (Charles    Scribner's 

Sons,  New  York). 
Stalker,  The  Life  of  Jesus  Christ  (F.  H.  Revell  Co.,  Chicago). 
Vincent,  Lee  &  Bain,  Earthly  Footprints  of  the  Man  of  Galilee 

(N.  D.  Thompson  Publishing  Co.,  New  York). 

B.     SUPPLEMENTAL    READING    FOR   THE    PUPIL 

Bennett  &  Adeney,  The  Bible  Story  (The  Macmillan  Co.,  New 

York). 
Gaskoin,   Children's  Treasury  of  Bible  Stories,  Part  H    (The 

Macmillan  Co.,  New  York). 
Gilder,  The  Bible  for  Children  (The  Century  Co.,  New  York). 
Helm,  When  Jesus  Was  here  among  Men  (F.  H.  Revell  Co., 

Chicago). 
Moulton,  The  Modern  Reader's  Bible ;   Children's  series  ;    New 

Testament  stories  (The  Macmillan    Co.,  New  York). 
Ralph,    Step   by   Step    through    the  Bible,    Part   HI    (Thomas 

Nelson  &  Sons,  New  York). 
Weed,  A  Life  of  Christ  for  the  Young  (George  W.  Jacobs  & 

Co.,  Philadelphia), 


§  7.     OUTLINE  OF  THE  COURSE  FOR  GRADE  C 

GRADE      SUBJECT  :       THE      STORY      OF      GOd's      EARLY      MESSENGERS 
(carrying  god's    MESSAGE  OF  BLESSING  TO  THE   NATIONS) 

Chapter  i  — The  messengers  at  work  in  Jerusalem. 

1.  God  preparing  his  messengers  for  their  work. 

2.  Peter's  first  sermon. 

3.  Three  thousand  disciples  won. 

4.  A  lame  man  healed. 

5.  The  messengers  put  into  prison. 


Junior  Department  Course  187 

6.  A  lie  and  its  consequences. 

7.  The  messengers'  boldness  before  the  council. 

8.  The  stoning  of  a  messenger. 

9.  Review. 

Chapter  2 — The  messengers  at  work  in  Judea  and  Samaria. 

10.  The  gospel  story  in  Samaria. 

11.  Philip  and  the  queen's  treasurer. 

12.  The  messengers'  work  of  healing. 

13.  The  visions  of  Peter  and  Cornelius. 

14.  Peter's  visit  to  Cornelius. 

15.  Peter  in  trouble. 

16.  The  messengers  and  the  wicked  king. 

17.  Review. 

Chapter  3  —  The  messengers  at  work  in  Syria. 

18.  A  new  messenger  appointed. 

19.  The  new  messenger  beginning  his  work. 

20.  The  messengers'  work  in  Antioch. 

Chapter  4 — The  messengers  at  work  in  Asia  Minor. 

21.  The  messengers  and  the  magician. 

22.  The  messengers  winning  many  disciples. 
22-    The  messengers  suffering  persecution. 

24.  The  church  deciding  what  the  messengers  shall  teach. 

25.  Review.     Chaps.  3,  4. 

Chapter  5  —  The  messengers  at  work  in  Europe. 

26.  Freeing  a  slave  girl. 

27.  An  earthquake  and  its  results. 

28.  Forming  new  churches  under  difficulties. 

29.  Paul  among  idolaters. 

30.  The  messengers  in  Corinth. 

31.  Review. 

Memiory  work:    i  Cor.  13:  1-7. 


i88  Bible-School  Curriculum 

Chapter  6  — The  messengers  finishing  their  work  in  Asia  Minor. 

32.  Paul  at  work  in  Ephesus. 

33.  The  riot  in  Ephesus. 

34.  Raising  the  dead. 

35.  The  homeward  journey. 

36.  Paul's  arrest  in  Jerusalem. 

37.  Paul's  defense  before  the  people. 

38.  Review. 

Memory  work :     i  Cor.  13  :  8-13. 

Chapter  7  —  The  messengers'  closing  days. 

39.  Paul  tried  by  the  Jewish  rulers. 

40.  A  plot  and  an  escape. 

41.  Paul's  trial  before  Governor  Felix. 

42.  Paul's  trial  before  Governor  Festus. 

43.  Paul's  trial  before  King  Agrippa. 

44.  A  storm  and  a  shipwreck. 

45.  A  winter  on  an  island. 

46.  Two  years  in  prison. 

47.  The  last  days  of  the  messengers. 

48.  Book  work:    Paul's  letters. 

49.  Book  work:    Acts,    and   the   other    New    Testament 
letters  and  writings. 

50.  Review. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  8.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  C 

Lessons  6-8 

Lesson  6 

a  lie  and  its  consequences 

Lesson  Material. 

Acts  4:34-37;   5:  i-ii. 


Junior  Department  Course  189 

Teacher's  Study  Material. 
Burton,  The  Records  and  Letters  of  the  Apostolic  Age, 
for  the  intervening  events ;  Expositor's  Bible,  "  The  Acts 
of  the  Apostles,"  Vol.  I,  chap,  xi;  Purves,  The  Apostolic 
Age,  pp.  35-41 ;  Robinson,  The  Life  and  Times  of  Peter; 
Taylor,  Peter  the  Apostle;  Hastings,  Bible  Dictionary, 
art.  "  Ananias ;  "  a  good  critical  commentary. 

Illustrative  Material. 

General    pictures,    "  St.    Peter    Distributing    Alms,"    by 

Masaccio,  and  "  St.  Peter  "  in  Da  Vinci's  "  Last  Supper." 

Picture  for  the  Review  Book,  "  Death  of  Ananias  "  by 

Raphael. 
Connecting  Links. 

Review :  Briefly  review  the  last  lesson,  emphasizing  the 
refusal  of  the  apostles  to  refrain  from  preaching  about 
Jesus,  because  they  considered  that  God  had  called 
them  to  this  work  and  they  must  do  what  was  "  right 
in  the  sight  of  God."  Have  one  of  the  pupils  read  his 
story  of  the  last  lesson. 

Intervening  events:  After  their  release  from  imprison- 
ment, the  apostles  reported  all  that  had  happened  to  the 
company  of  Christians  in  Jerusalem.  They  all  joined 
in  praising  God  for  his  goodness,  and  in  prayer  that 
they  might  be  bold  to  speak  about  Jesus.  They  con- 
tinued to  witness  to  Jesus,  and  the  church  grew  rapidly. 
Then  follow  the  events  of  our  lesson  of  today. 
Narrative  Outline.    (For  the  teacher.    Language  and  detail 

to  be  adapted  to  the  pupils.) 

I.    The  care  of  the  early  Christians  for  one  another. 

a)  Those  with  lands  and  houses  sell  them. 

b)  The  money  thus  received  is  distributed  among  the 
needy. 

c)  No  one  larks  anything,  all  are  supplied. 


190  Bible-School  Curriculum 

2.  Ananias  and  his  sin. 

a)  Ananias  and  his  wife  sell  their  land. 

b)  They  plan  to  keep  back  part  of  the  price. 

c)  Ananias  brings  part  to  the  apostles,  making  it  ap- 
pear as  the  whole. 

d)  Peter  condemns  him  for  lying  to  God. 

e)  He  is  suddenly  stricken  with  death. 

3.  Sapphira  and  her  sin. 

a)  She  joins  the  company  later  in  ignorance  of  what 
has  happened. 

b)  Peter  questions  her  as  to  the  price  of  the  land  sold. 

c)  Like  her  husband,  she  lies  about  the  price. 

d)  She  also  is  condemned  by  Peter  for  lying  to  God. 

e)  She  is  stricken  with  sudden  death. 

Suggestions  for  Developing  the  Outline. 

'  As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  The  early 
Christians  were  very  closely  united ;  we  read  they  "  were 
of  one  heart  and  soul."  Being  thus  bound  together  like 
members  of  one  family,  they  cared  for  one  another  as 
members  of  a  family  would.  Question  the  class  as  to 
what  the  early  Christians  did  for  one  another.  What  did 
the  richer  disciples  do?  Who  received  and  distributed 
the  money?  To  whom  was  the  money  given?  What  was 
the  result?  Who  is  mentioned  by  name  as  taking  part  in 
this  good  work?  Were  the  disciples  required  to  do  this? 
(See  Acts  5:4.)  Why  then  did  they  do  it?  Impress 
here  that  this  was  purely  an  act  of  love.  Who  else  is 
mentioned  as  selling  their  lands?  What  did  they  plan  to 
do?  Was  this  right?  What  did  Ananias  do?  In  what 
way  did  he  try  to  deceive  the  apostles  ?    Was  he  success- 


Junior  Department  Course  191 

ful?  We  do  not  know  how  Peter  knew  of  the  sin  of 
Ananias,  but  in  some  way  it  had  been  revealed  to  him. 
What  did  the  apostle  say  he  had  done?  Emphasize  here 
Ananias's  hypocrisy  —  he  wanted  to  make  it  appear  that 
he  was  very  generous,  that  he  brought  the  full  price  of 
the  land  to  lay  at  the  apostles'  feet.  Note  that  there  was 
nothing  to  compel  them  to  do  what  they  had  done.  The 
land  was  theirs ;  the  money  received  for  the  sale  of  the 
land  was  theirs ;  they  could  have  kept  it  all,  given  a  part, 
or  given  it  all.  Make  it  clear  to  the  class  that  the  sin  of 
these  two  disciples  was  in  giving  a  part  and  trying  to 
make  it  appear  that  they  had  given  the  whole.  The  deed 
was  all  right,  but  the  motive  back  of  the  deed  was  all 
wrong.  What  did  Peter  say  Ananias  had  done?  What 
was  the  effect  upon  Ananias  of  this  discovery  of  his  sin? 
(Concerning  this  sudden  death  see  article  in  Hastings's 
Bible  Dictionary,  and  the  Cambridge  Bible  on  "  Acts.") 
Shortly  after  Ananias  had  been  carried  out  by  the  young 
men  for  burial,  Sapphira  joins  the  group  of  disciples. 
Note  her  ignorance  of  what  had  taken  place.  What  ques- 
tion did  Peter  ask  her?  To  what  did  the  "so  much" 
refer?  Note  the  fact  that  Peter's  questioning  about  the 
price  for  which  the  land  was  sold  might  well  have  made 
her  suspicious  that  the  plan  had  in  some  way  been  dis- 
covered. But  in  spite  of  this,  how  does  she  answer  Peter? 
How  does  Peter  treat  her  answer?  What  judgment  is 
passed  upon  her?  What  is  the  result?  What  was  the 
effect  of  these  two  sudden  deaths  upon  the  young  church 
in  Jerusalem?  Review  the  whole  story,  making  sure  that 
the  class  has  a  clear  knowledge  of  the  facts  of  the  lesson, 
and  an  understanding  of  the  hypocrisy  in  Ananias  and 
Sapphira  which  the  lesson  reveals.  In  connection  with 
this  review  use  the  pictures  suggested. 


192  Bible-School  Curriculum 

Suggested  Generalization. 

To  meet  God's  approval  the  heart  (motive)  as  well  as  the  deed 
must  be  right. 
In  the  early  church  how  did  the  disciples  care  for  one 
another?  What  did  Ananias  and  Sapphira  do  with  their 
land  ?  What  did  they  plan  to  do  with  the  money  ?  What 
was  wrong  in  this  plan  ?  What  was  their  motive  in  doing 
this?  Was  this  right?  What  judgment  came  upon 
them?  What  then  does  God  require  of  all  his  disciples 
besides  right  deeds?  We  must  be  constantly  on  our 
guard  to  keep  the  heart  pure  as  well  as  the  outer  life 
right.    All  that  we  do  must  be  done  from  right  motives. 

Memory  Verse. 
"  Man  looketh  on  the  outward  appearance,  but  the  Lord 
looketh  on  the  heart"  (i  Sam.  i6:7&). 

Review  Questions.      (To  be   answered  by  the   scholar   at 
home.) 

1.  How  did  the  early  Christians  show  their  love  for  one 
another  ? 

2.  What  did  Ananias  and  his  wife  do  with  their  land? 

3.  What  did  they  plan  to  do  with  the  money  received? 

4.  What  was  wrong  in  this  plan? 

5.  What  did  Peter  condemn  Ananias  for  doing? 

6.  What  punishment  came  to  Ananias  because  of  his  sin? 

7.  How  was  Sapphira  punished? 

8.  What  was  the  effect  of  these  two  punishments  upon 
the  disciples? 

Scholar's  Home  Work. 

Advance  work: 

Study  the  text  of  the  story  found  in  Acts  4:  34 — 5:  11. 

Review  and  constructive  work: 

Paste  picture,  "  Death  of  Ananias,"  by  Raphael,  in  the 
Review  Book.    Write  over  the  picture  the  lesson  sub- 


Junior  Department  Course  193 

ject,  "A  Lie  and  Its  Consequences,"  and  the  place  in 
the  Bible  where  this  story  is  found,  Acts  4 :  34-37 ; 
5:  i-ii.  Beneath  the  picture  write  the  memory  verse. 
Answer  the  review  questions,  and  when  corrected  by 
the  teacher  paste  the  sheet  into  the  Review  Book  on  the 
page  opposite  the  picture.  Write  very  briefly,  in  your 
own  words,  the  story  of  the  lesson. 

Lesson  7 

THE    messengers'    BOLDNESS    BEFORE    THE    COUNCIL 

Lesson  Material. 
Acts  5 :  12-42. 

Teacher's  Study  Material. 
Burton,  The  Records  and  Letters  of  the  Apostolic  Age, 
for  the  intervening  events;  Robinson,  The  Life  and 
Times  of  Peter;  Taylor,  Peter  the  Apostle;  Purves,  The 
Apostolic  Age,  pp.  41-51;  Expositor's  Bible,  "The  Acts 
of  the  Apostles,"  Vol.  I,  chap,  xii ;  Hastings,  Bible  Dic- 
tionary, art.  "  Sanhedrin ;  "  a  good  critical  commentary. 

Illustrative  Material. 

Show  pictures  of  Herod's  temple  (Wilde,  No.  385)  and 
of  Jerusalem  (modern)  showing  the  temple  area.  When 
speaking  of  the  release  from  prison  show  Raphael's  "  The 
Deliverance  of  Peter."  Sketch  on  the  board  the  seating 
arrangements  of  the  Sanhedrin  in  describing  the  council 
meeting.  Picture  for  the  Review  Book,  "  The  Apostles 
Preaching,"  by  Dore. 

Connecting  Links. 

Review :  Briefly  review  the  last  lesson,  emphasizing  the 
truth  that  God  considers  why  a  deed  was  done  as  well 
as  the  deed  itself.  Have  one  of  the  pupils  read  his 
story  of  the  last  lesson. 


194  Bible-School  Curriculum 

Intervening  events:  The  events  of  today's  lesson  are 
recorded  immediately  after  those  of  last  Sunday.  The 
events  recorded  in  the  first  part  of  the  text,  Acts  5: 
12-16,  probably  extended  over  some  days,  if  not  weeks. 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  The  work  of  the  apostles. 

a)  Many  signs  and  wonders  are  wrought. 

b)  Many  believers  are  added  to  the  church. 

c)  Many  come  for  healing  from  the  cities  near  Jeru- 
salem. 

2.  The  imprisonment  and  release  of  the  apostles. 

a)  The  Jewish  leaders  imprison  the  apostles. 

b)  An  angel  of  the  Lord  delivers  them. 

c)  At  daybreak  they  enter  the  temple  and  teach, 

3.  The  meeting  of  the  Jewish  council. 

o)  The  keepers  of  the  prison  report  the  escape  of  the 
prisoners. 

b)  The  apostles  are  again  brought  before  the  council, 
but  without  violence. 

c)  There  they  witness  boldly  for  Jesus. 

d)  The  council  wishes  to  put  them  to  death. 

e)  Gamaliel  advises  them  not  to  do  this  rash  thing. 
/)  The  apostles  are  then  beaten  and  released. 

g)  They  rejoice  in  their  sufferings  and  continue  their 
teaching  and  preaching  work. 

Suggestions  for  Developing  the  Outline. 
As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  Question 
the  class  concerning  the  threefold  form  of  the  apostles' 
activity  —  preaching,  teaching,  healing.  What  remark- 
able  powers  were  manifested  by   the  apostles?     What 


Junior  Department  Course  195 

were  the  results  of  this?  What  is  said  of  the  growth  of 
the  church  ?  Who  beside  the  dwellers  in  Jerusalem  were 
helped?  What  two  classes  of  diseases  were  healed? 
(On  the  question  of  miracles,  see  art.  "  Miracles,"  in 
Hastings's  Bible  Dictionary.)  Picture  to  the  class  the 
excitement  and  questioning  such  signs  and  wonders 
would  cause  in  Jerusalem.  The  popularity  of  the  new 
preachers  and  teachers  aroused  the  jealousy  of  the  Jew- 
ish leaders,  who  arrested  and  imprisoned  the  apostles. 
How  were  the  prisoners  released?  What  command  was 
given  them?  How  was  this  command  treated?  What 
was  the  probable  effect  of  this  release  upon  the  apostles 
and  upon  the  people  of  the  city?  Describe  a  meeting  of 
the  council  or  Sanhedrin.  Tell  a  little  about  the  mem- 
bers, their  qualifications  and  powers,  and  of  the  work  the 
council  was  organized  to  do.  When  the  council  met,  for 
whom  did  they  send?  Picture  the  astonishment  of  the 
officers  when  they  found  the  prisoners  gone.  What  was 
their  report  to  the  council?  How  did  this  report  affect 
the  Jewish  leaders  ?  What  word  came  to  them  while  they 
were  wondering  what  to  do?  What  was  then  done? 
When  the  apostles  were  brought  before  the  council,  what 
were  they  accused  of  doing?  How  did  Peter  and  the 
others  answer  the  charge?  What  was  the  effect  upon 
the  council  of  this  bold  witnessing  for  Jesus?  Who 
sought  to  restrain  them  from  their  purpose?  What  was 
his  advice?  Of  what  possible  evil  did  he  warn  them? 
Make  clear  to  the  class  at  this  point  the  wisdom  of 
Gamaliel's  advice.  Other  leaders  had  arisen  in  the  past 
whose  claims  were  proven  to  be  false  by  the  failure  of 
their  plans.  Let  this  new  movement  run  its  course :  if 
it  is  of  men,  it  will  fail ;  if  it  is  of  God,  it  will  succeed  in 
spite  of  Jewish  opposition.  In  this  latter  case  the  coun- 
cil will  be   found  fighting  against   God.     How   did  the 


196  Bible-School  Curriculum 

council  receive  Gamaliel's  advice?  What  did  they  do  to 
the  apostles?  How  did  the  apostles  look  upon  their  suf- 
ferings? Did  they  obey  the  command  of  the  council? 
Was  this  right?  Review  the  whole  story,  making  sure 
that  the  class  has  a  clear  knowledge  of  the  facts  of  the 
lesson  and  an  appreciation  of  the  courage  of  the  apostles 
in  boldly  witnessing  for  Jesus  before  the  council,  although 
they  knew  that  such  a  course  would  in  all  probability 
result  in  further  punishment  for  them. 

Suggested  Generalization. 

We  must  never  be  ashamed  nor  afraid  to  take  a  stand  for  the 
right. 
What  had  the  apostles  been  commanded  by  the  council 
to  refrain  from  doing?  How  did  they  treat  this  com- 
mand? Why  did  they  act  as  they  did?  What  was  the 
result  of  their  action?  When  again  brought  before  the 
council  what  did  they  say  they  must  do?  What  result 
followed?  Why  did  they  think  they  must  continue  their 
work?  What  kind  of  men  does  this  story  show  the 
apostles  to  have  been?  When  the  occasion  comes  we 
must  be  like  the  apostles,  neither  ashamed  nor  afraid  to 
witness  to  what  is  right. 

Memory  Verse. 
"We  must  obey  God  rather  than  men"  (Acts  5:29). 

Review  Questions.      (To  be  answered  by  the   scholar  at 
home.) 

1.  What  was  the  work  of  the  apostles  in  Jerusalem? 

2.  How  did  this  work  affect  the  Jewish  leaders? 

3.  What  did  these  leaders  do? 

4.  Who   released   the   apostles    from   prison,   and   what 
command  did  they  receive  at  this  time? 

5.  When  again  brought  before  the  council  what  did  they 
answer  ? 


Junior  Department  Course  197 

6.  What  did  the  council  wish  to  do  to  the  apostles? 

7.  What  was  Gamaliel's  advice  in  the  case? 

8.  What  was  the  final  action  of  the  council? 

Scholar's  Home  Work. 

Advance  work : 

Study  the  text  of  the  story  found  in  Acts  5 :  12-42. 

Review  and  constructive  work: 

Paste  picture,  "The  Apostles  Preaching,"  by  Dore,  in 
the  Review  Book.  Write  over  the  picture  the  lesson 
subject,  "The  Messengers'  Boldness  before  the  Coun- 
cil," and  the  place  in  the  Bible  where  this  story  is 
found.  Acts  5 :  12-42.  Beneath  the  picture  write  the 
memory  verse.  Answer  the  review  questions,  and  when 
corrected  by  the  teacher  paste  the  sheet  into  the  Review 
Book  on  the  page  opposite  the  picture.  Write  very 
briefly,  in  your  own  words,  the  story  of  the  lesson. 

Lesson  8 
the  stoning  of  a  messenger 

Lesson  Material. 
Acts  6 :  8-15 ;  7 : 1-60. 

Teacher's  Study  Material. 
Burton,  The  Records  and  Letters  of  the  Apostolic  Age, 
for  the  intervening  events;  Purves,  The  Apostolic  Age, 
PP-  51-55  \  Expositor's  Bible,  "  The  Acts  of  the  Apostles," 
Vol.  I,  chaps.  XV  and  xvi ;  Conybeare  and  Howson,  Life 
and  Epistles  of  St.  Paul,  Vol.  I,  pp.  68-75;  Hastings, 
Bible  Dictionary,  art.  "Stephen;"  a  good  critical  com- 
mentary. 

Illustrative  Material. 

General  pictures,  "  St.  Stephen,"  by  Champaigne,  "  The 
Stoning  of  Stephen,"  by  Beato  Angelico,  "  St.  Stephen 


198  Bible-School  Curriculum 

before  the  Council "  by  Beato  Angelico.     Picture  for  the 
Review  Book,  "  The  Stoning  of  Stephen,"  by  Rembrandt. 

Connecting  Links. 
Review :  Briefly  review  the  last  lesson,  emphasizing  the 
courage  shown  by  the  apostles  in  the  trying  times  in 
Jerusalem,  and  in  spite  of  repeated  punishment.  Have 
one  of  the  pupils  read  his  story  of  the  last  lesson. 
Intervening  events:  After  their  release  from  prison  the 
second  time  the  apostles  continued  their  teaching  and 
preaching  work  in  Jerusalem.  The  result  was  that  the 
church  grew  very  rapidly.  In  the  distribution  of  the 
charity  funds  there  was  a  complaint  that  the  Greek 
Jews  were  neglected.  To  remedy  the  trouble  and  to 
leave  the  apostles  free  to  give  their  entire  time  to  the 
work  of  teaching  and  preaching,  seven  men  were  chosen 
to  oversee  this  matter.  One  of  these  seven  men  was 
Stephen,  about  whom  today's  lesson  tells. 

Narrative  Outline.    (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  The  persecution  of  Stephen. 

o)   Stephen's  work  accompanied  by  signs  and  wonders. 

b)  Members  of  certain  synagogues  dispute  with  him 
but  are  unsuccessful. 

c)  They  stir  up  the  people  against  Stephen. 

d)  Stephen  is  finally  brought  before  the  council. 

2.  Stephen  before  the  council. 

o)  False  witnesses  charge  him  with  speaking  against 
the  temple  and  the  law. 

b)  The  high-priest  questions :  "  Are  these  things  so?  " 

c)  Stephen  denies  that  he  has  done  wrong. 

d)  He  finally  charges  his  hearers  with  disobedience 
to  the  law. 

e)  He  has  a  wonderful  vision  of  Jesus. 


Junior  Department  Course  199 

3.    Stephen's  death. 

a)  He  is  cast  out  of  the  city  and  stoned. 

b)  His  last  words  a  prayer  for  his  slayers. 
Suggestions  for  Developing  the  Outline. 

As  the  class  is  supposed  to  study  the  story  material  be- 
fore coming  to  the  session,  develop  the  narrative  as  much 
as  possible  by  questions,  following  the  outline.  Describe 
briefly  the  growth  of  the  church  and  the  custom  con- 
cerning the  "  daily  ministration."  Stephen,  a  man  full 
of  faith  and  with  powers  similar  to  those  possessed 
by  the  apostles,  did  a  prominent  work  in  Jerusalem. 
Question  the  class  about  this  work  and  its  results. 
What  was  the  effect  of  Stephen's  work  in  Jerusalem? 
Who  opposed  him ?  With  what  success?  What  did  they 
finally  succeed  in  doing?  By  what  means  did  they  stir 
up  the  people  and  the  Jewish  leaders  ?  Before  whom  was 
Stephen  finally  brought  for  trial?  Describe  briefly  the 
Sanhedrin,  and  picture  the  scene  of  Stephen's  trial. 
What  kind  of  witnesses  were  secured?  What  was  their 
charge  against  Stephen?  What  truth,  if  any,  was  in  this 
charge?  What  remarkable  change  came  over  Stephen 
as  he  stood  before  the  council?  Have  the  class  recall 
similar  instances  in  the  Bible.  Give  to  the  class  a  prob- 
able explanation  of  such  changes  of  countenance.  What 
does  the  high-priest  demand  ?  How  does  Stephen  answer 
this  demand?  It  will  not  be  wise  to  go  into  the  defense 
offered  by  Stephen  at  any  length.  Briefly  explain  to  the 
class  this  defense,  that  it  was  a  plea  or  argument  intended 
to  show  that  the  new  religion,  which  he  and  many  others 
were  preaching,  was  to  be  a  universal  religion,  one  for 
"all  the  people,"  and  hence  Judaism  represented  by  the 
temple  and  the  Mosaic  law  must  give  place  to  it.  (See, 
in  the  Cambridge  Bible,  "The  Acts  of  the  Apostles," 
Introduction,  pp.  x,  xi,  xii.)     At  a  certain  point  in  his 


200  Bible-School  Curriculum 

address,  he  breaks  off  abruptly  and  charges  the  council 
with  having  the  same  persecuting  spirit  as  their  fathers, 
and  that  they,  not  he,  were  breaking  the  law.  Question 
the  class  about  the  effect  of  this  last  charge.  What 
vision  was  granted  at  this  time  to  Stephen?  What  did 
he  say  he  saw?  When  the  council  heard  this  what  did 
they  do?  How  was  Stephen  put  to  death?  Where? 
Why  was  he  taken  outside  the  city  walls?  Who  were 
"  the  witnesses  "  ?  What  spirit  did  Stephen  show  at  his 
death  ?  What  were  his  last  words  ?  Try  to  impress  upon 
the  class  at  this  point  the  beautiful  character  of  this  man 
Stephen,  who  could  thus  pray  for  forgiveness  for  those 
who  were  slaying  him.  Compare  the  spirit  shown  by 
Stephen  with  the  spirit  shown  by  Jesus  upon  the  cross. 
Review  the  whole  story,  making  sure  that  the  class  has  a 
clear  knowledge  of  the  facts  of  the  lesson,  and  some 
appreciation  of  the  true  courage  shown  by  Stephen  in  his 
bold  witnessing  for  the  truth,  and  of  his  Christlike  char- 
acter, shown  in  the  spirit  of  forgiveness  toward  his 
enemies.  In  connection  with  this  review  use  Cham- 
paigne's  picture  of  "  St.  Stephen."  The  other  pictures 
may  be  used  during  the  narrative  development. 

Suggested  Generalization. 

To  be  Christlike  we  must  learn  to  forgive. 

What  had  Stephen  done  to  arouse  opposition?  Before 
whom  was  he  brought  for  trial  ?  What  kind  of  witnesses 
were  secured?  What  was  the  charge  against  him?  What 
was  his  answer  to  the  charge?  What  effect  did  his  reply 
have  upon  the  council  ?  How  was  Stephen  put  to  death  ? 
What  spirit  did  he  show  toward  his  slayers?  In  this 
respect  whom  was  he  like?  If  we  would  be  Christlike, 
what  spirit  must  we  show? 


Junior  Department  Course         201 

Memory  Verse. 
"  If  ye  forgive  men  their  trespasses,  your  heavenly  Father 

will  also  forgive  you"  (Matt.  6:  14). 
Review  Questions.      (To   be   answered  by  the   scholar  at 
home.) 

1.  What  opposition  did  Stephen  meet  with  in  Jerusalem? 

2.  What  did  his  opposers  finally  succeed  in  doing? 

3.  What  kind  of  witnesses  were  secured  to  testify  against 
him? 

4.  What  was  the  charge  against  him? 

5.  What  was  his  answer  to    this    charge? 

6.  At  the  close  of  his  address  what  vision  was  granted 
him? 

7.  What  was  the  council's  final  action? 

8.  What  spirit  did  Stephen  show  toward  his  slayers? 
Scholar's  Home  Work. 

Advance  work: 
Study  the  text  of  the  story  found  in  Acts  6:8-15; 
7: 1-60. 

Review  and  constructive  work : 

Paste  picture,  "  The  Stoning  of  Stephen "  by  Rem- 
brandt, in  the  Review  Book.  Write  over  the  picture  the 
lesson  subject,  "The  Stoning  of  a  Messenger,"  and  the 
place  in  the  Bible  where  this  story  is  found,  Acts  6: 
8-15;  7:  1-60.  Beneath  the  picture  write  the  memory 
verse.  Answer  the  review  questions,  and  when  cor- 
rected by  the  teacher  paste  the  sheet  into  the  Review 
Book  on  the  page  opposite  the  picture.  Write  very 
briefly,  in  your  own  words,  the  story  of  the  lesson. 


§9.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  C 

A,     REFERENCE    READING    FOR    THE    TEACHER 

Conybeare  and  Howson,  Life  and  Epistles  of  St.  Paul  (Charles 
Scribner's  Sons,   New  York). 


202  Bible-School  Curriculum 

Farrar,  The  Life  and  Work  of  St.  Paul  (E.  P.  Button  &  Co., 
New  York). 

Geikie,  New  Testament  Hours  ^( James  Pott  &  Co.,  New  York). 

Gilbert,  The  Student's  Life  of  Paul  (The  Macmillan  Co.,  New 
York). 

Purves,  The  Apostolic  Age  (Charles  Scribner's  Sons,  New 
York). 

Stalker,  The  Life  of  Paul  (F.  H.  Revell  Co.,  Chicago). 

Taylor,  Paul  the  Missionary;  Peter  the  Apostle  (Harper 
&  Bros.,  New  York). 

Thatcher,  Sketch  of  the  History  of  the  Apostolic  Age  (Hough- 
ton, Mifflin  &  Co.,  Boston). 

B.     SUPPLEMENTAL    READING   FOR  THE    PUPIL 

Bennett  and  Adeney,   The  Bible  Story   (The  Macmillan  Co., 

New  York). 
Gaskoin,  Children's  Treasury  of  Bible  Stories,  Part  III   (The 

Macmillan  Co.,  New  York). 
Gilder,  The  Bible  for  Children  {[The  Century  Co.,  New  York). 
Moulton,  The  Modern  Reader's  Bible ;    Children's  series  ;  New 

Testament  stories  (The  Macmillan  Co.,  New  York). 
Ralph,   Step   by   Step   through   the  Bible,   Part   III    (Thomas 

Nelson  &  Sons,  New  York). 
Weed,  A  Life  of  St.  Paul  for  the  Young ;   A  Life  of  St.  John 

for  the  Young;  A  Life  of  St.  Peter  for  the  Young  (George 

W.  Jacobs  &  Co.,  Philadelphia). 


§  10.     OUTLINE  OF  THE  COURSE  FOR  GRADE  D 

GRADE      SUBJECT  :        THE      STORY      OF     GOd's     LATER     MESSENGERS 
;(CARRYING   god's    MESSAGE    OF    BLESSING   TO    THE    WORLD) 

Chapter  i  —The  messengers  at  work  in  India. 

1.  What  a  cobbler  did  for  God. 

2.  How  one  life  lighted  up  India. 

3.  Winning  the  Hindus  to  Christ. 

4.  Keeping  pluckily  at  hard  work. 


Junior  Department  Course         203 

5.  How  far  one  woman's  work  reached. 

6.  What  one  family  did  for  missions. 

7.  Reviezv. 

Chapter  2  —  The  messengers  at  work  in  China. 

8.  Bringing  the  Bible  to  the  people. 

9.  The  pioneer  work  of  the  medical  missionaries. 

10.  Giving  a  Christian  education  to  the  people. 

11.  The  story  of  a  great  mission  work. 

12.  Traveling  among  the  villages. 

13.  The  meaning  of  a  Christian  Hfe  in  China. 

14.  Review. 

Chapter  3  —  The  messengers  at  work  in  Japan. 

15.  Beginning  the  work  under  difficulties. 

16.  The  story  of  a  Japanese  boy  who  started  a  university. 

17.  The  story  of  a  floating  Bible. 

18.  At  work  for  the  orphans. 

19.  At  work  among  the  students. 

20.  The  work  of  the  medical  missionaries. 

21.  Reviezv. 

Chapter  4  —  The  messengers  at  work  in  Africa. 

22.  Among  the  Hottentots  in  South  Africa. 

23.  Freeing  the  slaves. 

24.  Bravely  at  work  in  Bechuanaland. 

25.  Blazing  the  way  through  "  Darkest  Africa." 

26.  Using  the  rivers  as  roads. 

27.  What  an  engineer  did  for  Africa. 

28.  Reviezv. 

Chapter  5  — The  messengers  at  work  in  the  isles  of  the  sea. 

29.  Showing  the  nobility  of  work. 

30.  Starting  churches  in  Hawaii. 

31.  The  martyr  of  Raratonga. 

32.  Transforming  the  Fiji  cannibals. 


204  Bible-School  Curriculum 

23.    Winning  the  New  Hebrides  for  Christ. 

34.  Sailing  about  on  the  mission  ships. 

35.  Review. 

Chapter  6 — The  messengers  at  work  in  Mohammedan  lands. 

36.  Starting   a    Christian   college   in   the   Mohammedan 
capital. 

27.  How  one  woman  started  a  school  in  Persia. 

38.  Bringing  new  light  to  the  people. 

39.  Traveling  in  the  deserts  and  villages  of  Arabia. 

40.  What  one  college  man  did  for  the  Arabs. 

41.  At  work  in  old  Egypt. 

42.  Review. 

Chapter  7  — The  messengers  at  work  in  America. 

43.  On  the  Indian  trail. 

44.  Fighting  the  saloon  on  the  frontiers. 

45.  The  story  of  the  mission  Sunday  school. 

46.  Among  the  Alaskan  Indians  and  the  Esquimaux. 

47.  Teaching  the  neglected  mountain  whites. 

48.  Building  up  character  among  the  negroes. 

49.  At  work  among  the  foreigners. 

50.  Review. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  Lesson. 


§  II.     SUGGESTIVE    LESSON    PLANS    FOR    GRADE    D 

Lessons  i  and  15 

Lesson  i 

what  a  cobbler  did  for  god 

Lesson  Material. 

Myers,  William  Carey:  the  Shoemaker  Who  Became  a 
Missionary  (selected  portions  of  the  narrative)  ;  also 
see  Narrative  Outline  below. 


Junior  Department  Course  205 

Teacher's  Study  Material. 

Beach,  India  and  Christian  Opportunity,  chaps,  i,  iii,  iv,  v; 
idem.  The  Cross  in  the  Land  of  the  Trident,  chaps,  iii, 
iv,  vi;  idem,  A  Geography  and  Atlas  of  Protestant  Mis- 
sions, Vol.  II  (missionary  maps)  ;  Sherring  and  Storrow, 
The  History  of  Protestant  Missions  in  India;  Smith, 
The  Life  of  William  Carey,  D.D.;  Tisdall,  India:  Its 
History,  Darkness  and  Dawn,  pp.  52-119. 

Illustrative  Material. 
Pictures  showing  the  physical  features  of  the  country,  its 
temples  and  other  architectural  features,  and  the  manners 
and  customs  of  the  people.  Manj'-  of  these  can  be  ob- 
tained from  the  Perry  Picture  Co.,  Maiden,  Mass.,  the 
Orient  Picture  Co.,  Mt.  Vernon,  N.  Y.,  and  the  various 
denominational  missionary  boards.  An  outline  map  of 
India,  sketched  upon  cloth  or  heavy  paper,  upon  which 
the  growth  of  missionary  work  may  be  traced.  To  be 
used  for  all  the  lessons  of  this  chapter.  Indian  curios, 
especially  those  illustrating  phases  of  the  religious  life 
of  the  people.  For  the  Review  Book,  a  picture  of  William 
Carey. 

Connecting  Links. 
We  have  been  studying  for  a  year  about  the  work  of  some 
of  the  early  messengers  of  God,  who  carried  the  message 
of  the  gospel  to  the  peoples  of  southern  Europe.  During 
this  year  we  are  to  study  about  the  work  of  other  mes- 
sengers of  God,  who  have  carried  the  good  tidings  to  the 
peoples  of  India,  China,  Japan,  and  many  other  countries, 
so  that  now  the  gospel  of  Jesus  is  known  in  all  countries 
of  the  world.  The  first  country  about  which  we  are  to 
study  is  India,  and  our  first  story  is  about  "  What  a 
Cobbler  Did  for  God." 


2o6  Bible-School  Curriculum 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 

1.  Carey  the  cobbler. 

a)  Birth  and  early  education. 

b)  His  work  of  preaching  and  teaching. 

c)  His  choice  of  a  missionary  life. 

2.  Carey  the  missionary. 

a)  The  journey  to  India. 

b)  Beginning  work  under  difficulties. 

c)  Establishing  the  mission. 

d)  Some  gratifying  results. 

e)  Overcoming  difficulties. 

/)  Translating  the  Scriptures. 

g)   Other  forms  of  work. 

h)  The  closing  days  of  his  life. 
Suggestions  for  Developing  the  Outline. 

As  many  of  the  pupils  may  not  have  the  opportunity  to 
study  the  lesson  material  in  advance,  the  question  method 
of  developing  the  lesson  should  not  be  used.  Tell  the 
story  to  the  class,  making  as  vivid  a  presentation  as  pos- 
sible, using  the  map,  the  pictures,  and  the  curios  as  sug- 
gested. Describe  briefly  Carey's  home  and  his  meager 
early  education.  Note  especially  his  eagerness  as  well  as 
his  aptitude  for  learning,  as  illustrated  by  the  way  he 
began  the  study  of  Greek,  His  early  work  of  shoemak- 
ing,  teaching  in  an  evening  school,  and  preaching  may  be 
very  briefly  touched  upon.  Tell  of  the  formation  of  the 
missionary  society,  largely  through  Carey's  efforts,  and 
put  on  the  board  the  motto  of  the  society,  "Expect  great 
things  from  God.  Attempt  great  things  for  God"  — 
words  taken  from  Mr.  Carey's  address  which  finally  led 
to  the  organization  of  the  missionary  society  which  sent 
him  to  India  as  a  missionary.  When  this  society  decided 
to  send  two  missionaries  to  India,  Carey  offered  to  go  as 


Junior  Department  Course  207 

one.  Point  out  the  difficulties  met  at  this  time;  the  ob- 
jection of  his  wife  to  go  with  him,  lack  of  funds,  the  diffi- 
culty in  securing  a  passage,  etc.  Finally  the  journey  is 
begun.  Contrast  the  ease  of  travel  now  with  the  incon- 
venience and  tediousness  in  those  days.  Describe  the  life 
on  shipboard.  India  was  finally  reached.  Show  the  out- 
line map  and  mark  upon  it  the  places  connected  with  the 
life  and  work  of  Carey  as  they  are  told  about  in  the  story. 
Show  the  pictures  of  India  and  Indian  life  as  you  tell 
very  briefly  about  the  country  and  the  people.  Picture 
the  condition  of  the  people,  their  poverty  and  degradation. 
Tell  a  little  of  their  religion  and  of  some  of  their  reli- 
gious rites.  Also  speak  of  the  missionary  work  which  had 
been  done  before  Carey's  time.  (See  Beach,  The  Cross  in 
the  Land  of  the  Trident,  chaps,  iii,  iv,  vi.)  Picture  the 
difficulties  which  Carey  met  in  beginning  his  work  (see 
Myers,  chap,  iv),  and  contrast  with  the  difficulties  and 
discouragements  which  Paul  met  with  in  his  missionary 
labors.  Finally  a  permanent  mission  was  established  at 
Serampore,  and  results  began  to  show.  A  brief  descrip- 
tion of  the  life  at  this  place  would  prove  interesting. 
Compare  with  the  community  life  of  the  early  church 
(see  Grade  C,  Lesson  6).  Now  speak  with  some  detail 
of  the  three  events  of  importance  which  occurred  during 
the  early  residence  at  Serampore:  (i)  the  baptism  of 
the  first  convert,  (2)  the  publication  of  the  New  Testa- 
ment in  the  language  of  the  people,  and  (3)  Dr.  Carey's 
appointment  as  professor  in  the  college  at  Fort  William 
(see  Myers,  chap.  vii).  Note  the  importance  of  each  of 
these,  especially  the  translation  and  publication  of  the 
New  Testament.  Show  at  this  time  specimens  of  the 
Scriptures  printed  in  various  languages  and  dialects 
(these  can  be  obtained  from  the  American  Bible  Society, 
New  York) .   Although  the  work  was  now  well  established 


2o8  Bible-School  Curriculum 

it  still  met  with  opposition,  both  in  India  and  in  England, 
from  people  who  did  not  believe  in  mission  work  of  this 
character ;  but  this  was  finally  all  overcome,  and  the  mis- 
sionaries enjoyed  liberty  of  action.  Now  tell  with  as 
much  detail  as  time  allows  about  the  great  work  of  trans- 
lation undertaken  and  successfully  carried  on  by  Dr. 
Carey,  trying  to  have  the  class  realize  the  great  impor- 
tance of  this  branch  of  missionary  activity.  Carey's  other 
work,  philanthropic,  benevolent,  and  educational,  should 
be  briefly  pointed  out,  that  the  class  may  gain  an  idea 
of  the  true  character  of  mission  work  abroad.  For  forty- 
one  years  Carey  worked  in  India,  dying  there  in  June, 
1834,  at  the  age  of  seventy-three  years.  In  closing, 
rapidly  review  the  outline,  which  may  be  put  on  the  board 
as  the  story  is  told,  and  emphasize  the  more  important 
parts  of  the  great  work  Dr.  Carey  was  enabled  to  do  for 
the  people  of  India. 

Suggested  Generalization. 

The  lowliest  servant  of  God  may   do  a  great  work  for  him. 

Where  was  Carey  born?  What  humble  trade  did  he 
iearn?  What  did  he  long  to  do?  To  what  country  did 
he  go  as  a  missionary?  What  obstacles  did  he  meet 
there?  How  did  they  affect  him?  What  kept  him  at  his 
work  in  spite  of  hardships?  What  did  he  accomplish  in 
India?  How  important  was  this  work?  How  long  did 
he  labor  there?  Thus  we  see  that  although  he  was  an 
humble  cobbler,  his  faith,  energy,  and  ability  enabled  him 
to  do  splendid  service  for  God. 

Memory  Verse. 

"  Expect  great  things  from  God.  Attempt  great  things 
for  God"   (from  Carey's  address). 


Junior  Department  Course  209 

Review  Questions.      (To  be  answered  by  the  scholar  at 
home.) 

1.  What  was  Carey's  trade? 

2.  What  other  work  did  he  do  in  his  native  village  and 
and  in  nearby  towns? 

3.  What  did  he  finally  choose  to  do,  and  why? 

4.  To  what  country  did  he  go? 

5.  What  difficulties  did  he  meet  in  his  work? 

6.  What  was  perhaps  the  most  important  work  he  did? 

7.  In  what  other  ways  did  he  help  the  people  of  India? 

8.  How  long  did  he  labor  in  India? 

Scholar's  Home  Work. 

Advance  work : 

If  possible  to  secure  the  book,  study  the  suggested  les- 
son material. 

Review  and  constructive  work : 

Paste  picture,  '*  William  Carey,"  in  the  Review  Book. 
Write  over  the  picture  the  lesson  subject,  "  What  a 
Cobbler  Did  for  God."  Beneath  the  picture  write  the 
memory  verse.  Answer  the  review  questions,  and  when 
corrected  by  the  teacher  paste  the  sheet  Into  the  Review 
Book  on  the  page  opposite  the  picture.  Write  very 
briefly,  in  your  own  words,  the  story  of  the  lesson. 

Lesson   15 
beginning  the  work  under  difficulties 
Lesson  Material. 

Cary,  Japan  and  Its  Regeneration,  pp.  51-57,  75-98;    also 
see  Narrative  Outline  below. 

Teacher's  Study  Material. 
Cary,  Japan  and  Its  Regeneration;    Gordon,  An  Ameri- 
can Missionary  in  Japan,  chaps,  iv,  v,  vi;    Peery,  The 


2IO  Bible-School  Curriculum 

Gist  of  Japan,  chaps,  i,  iii,  iv,  viii,  ix,  x ;  Ritter,  A  History 
of  Protestant  Missions  in  Japan;  Casartelli,  The  Catholic 
Church  in  Japan. 

Illustrative  Material. 

Pictures  showing  the  physical  features  of  Japan,  its 
temples  and  other  architectural  features,  and  the  manners 
and  customs  of  the  people.  Many  of  these  can  be  ob- 
tained from  the  Perry  Picture  Co.,  Maiden,  Mass.,  the 
Orient  Picture  Co.,  Mt.  Vernon,  N.  Y.,  and  the  various 
denominational  missionary  boards.  An  outline  map  of 
the  Japanese  islands,  sketched  upon  cloth  or  heavy  paper, 
upon  which  the  growth  of  missionary  work  may  be 
traced.  To  be  used  for  all  the  lessons  of  this  chapter. 
Japanese  curios,  especially  those  illustrating  phases  of  the 
religious  life  of  the  people.  For  the  Review  Book,  a 
picture  of  Yokohama  (Perry,  No.  1912). 

Connecting  Links. 
Review  very  briefly  the  work  done  in  China.  For  the 
next  two  months  we  are  to  study  about  the  messengers 
at  work  in  a  neighboring  empire,  Japan,  a  country  in 
which  we  are  all  very  much  interested  at  the  present  time. 
Show  on  the  map  its  position  with  reference  to  China  and 
India.  Briefly  describe  the  country  and  its  people,  and 
give  a  little  of  its  history.  Our  first  story  is  about  how 
the  messengers  began  their  work,  and  the  difficulties 
they  had  to  meet. 

Narrative  Outline.     (For  the  teacher.    Language  and  detail 
to  be  adapted  to  the  pupils.) 
I.    The  early  Jesuit  missions. 

a)  The  work  of  Xavier  and  his  successors. 

b)  Persecutions  of  the  Christians. 

c)  Final  banishment  of  all  foreigners. 


Junior  Department  Course  211 

2.  The  expeditions  of  Commodore   Perry. 

3.  The  beginnings  of  modern  Roman  CathoHc  missions. 

4.  The  beginnings  of  modern  Protestant   missions. 

a)  The  first  missionaries  and  their  work. 

b)  Early  persecutions. 

c)  The  period  of  popularity. 
a)  Later  opposition. 

Suggestions  for  Developing  the  Outline. 

As  many  of  the  pupils  may  not  have  the  opportunity  to 
study  the  lesson  material,  the  question  method  of  de- 
veloping the  lesson  should  not  be  used.  This  lesson  is 
not  as  interesting  as  some  of  those  which  come  later, 
but  in  telling  the  story  try  to  make  as  vivid  a  presentation 
as  possible,  using  the  map,  the  pictures,  and  the  curios  as 
suggested.  In  describing  the  work  of  the  Jesuit  mission- 
ary, Francis  Xavier,  bring  out  clearly  his  zeal  and  devo- 
tion to  the  cause.  Also  impress  upon  the  class  the  cour- 
age required  to  undertake  such  a  work  in  a  strange 
country  where  he  was  certain  to  meet  hardship.  Al- 
though Xavier  himself  did  not  succeed  in  accomplishing 
much,  others  who  went  with  him  and  those  who  followed 
after  him  were  enabled  to  do  a  great  deal  (see  Gary, 
Japan,  p.  52).  Tell  briefly  of  the  persecutions  to  which 
these  early  Christians  were  subjected,  and  of  the  causes 
which  led  to  such  persecutions.  Compare  with  the  perse- 
cutions of  the  early  Christians  by  the  Jews  and  the 
Romans.  But  the  same  spirit  of  faithfulness  which  char- 
acterized the  early  Christians  in  the  Romxan  empire  when 
they  were  persecuted  marked  the  lives  of  many  of  these 
Japanese  Christians  during  the  days  of  their  trial  (see 
Cary,  p.  55).  Finally  in  1624  all  foreigners,  except  the 
Dutch  and  the  Chinese,  were  banished  from  the  country, 
and  for  over  two  centuries  Japan  was  closed  to  the  outer 
world.    Next  describe  the  visit  of  Commodore  Perry  with 


212  Bible-School  Curriculum 

his  naval  vessels  in  1853,  and  the  second  visit  eight 
months  later.  Note  the  final  result  of  these  two  visits, 
and  explain  the  treaties  and  their  important  bearing  upon 
mission  work.  The  work  of  the  Roman  Catholic  priests 
sent  as  missionaries  to  Japan  as  soon  as  it  was  open  to 
foreigners  may  be  briefly  spoken  of,  noting  especially  the 
joy  of  some  of  these  priests  when  they  found  many 
Christian  families  as  the  result  of  the  work  of  the  Jesuit 
missionaries  more  than  two  centuries  before.  (See  Cary, 
pp.  79,  80.)  These  missionaries  shared  in  the  general 
persecution  which  came  upon  all  missionaries,  and  showed 
the  same  spirit  of  zeal  and  courage  as  did  their  Protes- 
tant brethren.  The  work  of  the  Protestant  missionaries 
may  be  described  in  more  detail,  as  it  is  their  work  in 
which  we  are  especially  interested.  Note  the  coming  of 
the  first  missionaries.  Show  on  the  map  the  places  to 
which  they  went.  Then  speak  of  the  difficulties  they  met 
with  in  attempting  to  give  the  message  of  the  gospel  to 
the  people;  the  unfriendliness  of  the  government,  the 
indifference  of  the  people,  the  opposition  of  the  priests 
and  leaders  of  the  religions  of  the  country.  But  in  spite 
of  these  obstacles  and  difficulties,  and  of  the  fact  that  they 
could  not  openly  preach  about  Jesus  Christ,  they  did 
what  they  could  by  circulating  the  Bible  in  Chinese,  which 
the  educated  Japanese  could  read,  and  in  teaching  many 
to  read  and  speak  English.  This  latter  work  gave  the 
missionaries  many  opportunities  to  speak  to  their  stu- 
dents about  Christianity.  Now  tell  the  story  of  the  first 
convert  to  be  baptized,  Yano  Riyu,  who  was  baptized  in 
1864  in  Yokohama,  and  of  the  first  Japanese  Christian 
church,  organized  in  Yokohama  in  1872.  Briefly  describe 
the  persecutions  to  which  they  were  now  subjected  and 
quote  some  of  the  instances  given  by  Cary  in  Japan,  pp. 
85-88.    Gradually  opposition  lessened,  and  the  work  made 


Junior  Department  Course  213 

great  progress  from  1S73  to  1888.  This  was  the  great 
period  of  popularity.  But  again  persecution  arose,  and 
many  false  charges  were  made  against  the  Japanese 
Christians  (see  Cary,  pp.  97,  98).  But  in  spite  of  this 
second  period  of  opposition  the  work  has  grown,  and  we 
shall  learn  more  about  the  wonderful  results  in  the  les- 
sons which  are  to  follow.  In  closing,  rapidly  review  the 
outline,  which  may  be  put  upon  the  board  as  the  story  is 
told,  and  emphasize  the  more  important  parts  of  the  work 
of  these  early  missionaries. 

Suggested  Generalization. 

Cod's  messengers  and  workers  should  not  be  daunted  by 
opposition. 

Who  were  the  first  missionaries  to  Japan?  How  were 
they  treated?  When  Japan  was  again  open  to  foreigners 
who  came  at  once  to  its  shores  ?  What  did  they  attempt 
to  do?  How  were  they  treated?  Did  they  give  up  their 
work?  What  did  they  do?  What  was  the  result  of  their 
work?  If  they  had  given  up  because  of  opposition,  the 
work  in  Japan  would  have  been  greatly  delayed.  As 
workers  for  God,  then,  we  must  never  give  up  our  work 
because  of  difficulties  or  opposition  we  may  meet. 

Memory  Verse. 

"All  believers  on  earth  belong  to  the  family  of  Christ  in 
the  bonds  of  brotherly  love"  (from  the  constitution  of 
the  first  Japanese  Christian  church). 

Reviezv   Questions.      (To   be   answered   by  the   scholar   at 
home.) 

1.  Who  were  the  first  missionaries  to  Japan? 

2.  What  did  they  accomplish  ? 

3.  How  were  they  treated? 


214  Bible-School  Curriculum 

4.  Who  succeeded  in  getting  Japan  to  allow  foreigners 
to  live  in  the  country? 

5.  As    soon   as   the   treaties    were   made   who    came   to 
Japan  ? 

6.  What  difficulties  did  they  meet  in  their  work? 

7.  When  and  in  what  place  was  the  first  church  organ- 
ized? 

8.  How  successful  were  these  early  missionaries? 

Scholar's  Home  Work. 

Advance  work: 

If  possible  to  secure  the  book,  study  the  suggested  les- 
son material. 

Review  and  constructive  work : 

Paste  picture,  "  The  City  of  Yokohama,"  in  the  Review 
Book,  Write  over  the  picture  the  lesson  subject,  "  Be- 
ginning the  Work  in  Japan  under  Difficulties."  Be- 
neath the  picture  write  the  words,  "  The  First  Convert 
Baptized  (1864)  and  the  First  Japanese  Christian 
Church  Organized  (1872)  in  This  City."  Under  this 
line  write  the  memory  verse.  Answer  the  review  ques- 
tions, and  when  corrected  by  the  teacher  paste  the  sheet 
into  the  Review  Book  on  the  page  opposite  the  picture. 
Write  very  briefly,  in  your  own  words,  the  story  of  the 
lesson. 


§  12.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  D 

A.     REFERENCE  READING  FOR  THE  TEACHER 

Barrows,  The  Christian  Conquest  of  Asia  (Charles  Scribner's 

Sons,  New  York). 
Beach,  The  Cross  in  the  Land  of  the  Trident  (F.  H.  Revell 

Co.,  Chicago). 


Junior  Department  Course  215 

Bliss,    A    Concise    History    of   Missions    (F.    H.    Revell    Co., 

Chicago). 
Clark,  Leavening   the  Nation    (The   Baker,   Taylor   Co.,   New 

York). 
Crosby,  With  South-Sea  Folk  (Pilgrim  Press,  Boston). 
Gordon,  The  American  Missionary  in  Japan  (Houghton,  Mifflin 

&  Co.,  Boston). 
Graham,    The   Missionary   Expansion    since    the    Reformation 

(F.  H.  Revell  Co.,  Chicago). 
Guernsey,  Under  Our  Flag  (F.  H.  Revell  Co.,  Chicago). 
Guinness,    The    Story    of    the    China    Inland    Mission    (F.    H. 

Revell  Co.,  Chicago). 
Jackson,    Alaska    and    Missions    on    the    North-Pacific    Coast 

(Dodd,  Mead  &  Co.,  New  York). 
Paton,   John   G.   Paton:    An   Autobiography,    3    vols.    (F.    H. 

Revell  Co.,  Chicago). 
Pierson,  The  New  Acts  of  the  Apostles   (The  Baker,  Taylor 

Co.,  New  York). 
Puddefoot,  Minute-Men  on   the  Frontier   (T.   Crowell  &   Co., 

New  York). 
Stewart,   Dawn   in    the   Dark    Continent    (F.    H.    Revell    Co., 

Chicago). 
Tristam,  Rambles  in  Japan   (F.  H,  Revell  Co.,  Chicago). 
Zwemer,    Arabia    the    Cradle    of    Islam    (F.    H.    Revell    Co., 

Chicago). 

B.     SUPPLEMENTAL   READING  FOR  THE   PUPIL 

Ballard,    Fairy    Tales    from    Far   Japan    (F.    H.    Revell    Co., 

Chicago). 
Banks,    Heroes    of    the    South-Sea    Islands    (American    Tract 

Society,  New  York). 
Barrett,  The  Child  of  the  Ganges  (F.  H.  Revell  Co.,  Chicago). 
Brain,    The    Transformation    of   Hawaii    (F.    H.    Revell    Co., 

Chicago). 
Bryson,  Child  Life  in  Chinese  Homes  (American  Tract  Society, 

New  York). 


2i6  Bible-School  Curriculum 

Chamberlain,  The  Cobra's  Den,  and  In  the  Tiger  Jungle  (F.  H. 

Revell  Co.,  Chicago). 
Drummond,    Tropical  Africa   (Charles   Scribner's    Sons,    New 

York). 
Duggan,    A    Mexican    Ranch    (American    Baptist    Publication 

Society,  Philadelphia). 
Page,  Amid  Greenland  Snows  (F.  H.  Revell  Co.,  Chicago). 
Young,  On  the  Indian  Trail  (F.  H.  Revell  Co.,  Chicago). 


PART  III 

THE  YOUTH   PERIOD  AND  THE  INTERMEDI- 
ATE  DEPARTMENT 


CHAPTER  VII 

SOME  CHARACTERISTICS  AND  NEEDS  OF  THE 
PERIOD 

The  period  from  twelve  or  thirteen  to  sixteen 
or  seventeen  is  one  of  the  most  important  periods 
of  life,  for  changes  take  place  at  this  time  in  both 
the  physical  and  psychical  natures  which  per- 
manently affect  the  whole  after  life. 

Physically  it  is  a  time  of  rapid  growth,  both  in 
height  and  weight  of  body.  The  bones  may  grow 
so  fast  that  the  muscles  cannot  keep  pace  with 
them,  the  result  being  a  stretching  of  the  muscles, 
causing  '*  growing  pains."  On  the  other  hand 
the  muscular  system  may  grow  faster  than  the 
bones  and  as  a  result  the  boy  becomes  clumsy, 
lacks  control  of  his  movements,  and  "runs 
against  everything,  drops  whatever  he  touches, 
and  tumbles  over  it  in  trying  to  pick  it  up."  It  is 
the  awkward  age,  and  the  boy  or  girl  needs  to  be 
understood  and  sympathetically  treated  by  teacher 
and  parent.  The  general  health  is  better  in  the 
majority  of  cases;  but  with  many  it  is  poorer. 
There  are  marked  changes  of  features,  for  it  is 
during  this  period  that  the  final  type  of  features 
is  determined.  These  changes  are  important  to 
the  teacher,  for  as  Lancaster  says,^  "  The  features 

^Pedagogical  Seminary,  Vol.  V,  p.  127. 
219 


220  Bible-School  Curriculum 

and  countenance  are  the  best  indices  of  character 
and  disposition.  If  these  change  radically  we  may 
look  for  a  change  in  character,  which  will  neces- 
sitate a  change  in  treatment  or  injury  will  result. 
....  Many  a  life  tragedy  starts  with  the  mis- 
understanding of  the  boy  or  girl  at  adolescence." 
There  are  probably  important  changes  in  the 
brain,  "  for  the  shape  of  the  head  changes  and  the 
new  intellectual  and  emotional  activities  of  this 
period  must  be  accompanied  by  the  functioning  of 
cerebral  centers  that  have  lain  dormant  before."^ 
During  this  period  there  comes  a  physiological 
new  birth,  when  the  boy  and  girl  are  born  "out 
of  childhood  into  manhood  and  womanhood;" 
and  again  there  comes  a  psychological  new  birth 
when  they  are  born  from  *' egoism  and  isolation 
to  altruism  and  society." 

Some  characteristics  of  the  period. —  We  now 
have  the  beginnings  of  new  sensations,  and  the 
rapid  development  of  many  of  the  characteristics 
noted  in  the  earlier  periods,  along  with  the  com- 
plete or  almost  complete  disappearance  of  others. 

The  animistic  tendencies,  which  grew  weaker 
in  the  last  period,  finally  disappearing  at  its  close, 
now  give  place  to  what  we  might  call  a  poetic 
imagination.  It  is  just  at  this  time  that  there  is  a 
very  marked  increase  in  the  interest  shown  in 
poetry. 

^BuRNHAM,  Pedagogical  Seminary,  Vol.  I,  p.  176. 


Characteristics  and  Needs  221 

Suggestibility  is  still  high  in  degree,  and  the 
influence  of  the  teacher  during  the  period  is 
marked,  especially  during  the  latter  part.  When 
we  consider  this  fact  in  connection  with  that 
other  fact,  that  the  youth  is  most  open  to  religious 
conviction  at  this  time,  the  importance  of  the  two 
becomes  at  once  apparent. 

There  is  a  change  and  an  advance  from  selfish- 
ness to  unselfishness,  and  a  decided  development 
of  general  social  and  altruistic  impulses.  Presi- 
dent G.  Stanley  Hall  says  in  this  connection :  ^ 

Before  this  age  the  child  lives  in  the  present,  is  nor- 
mally selfish,  deficient  in  sympathy,  but  frank  and  con- 
fidential, obedient  upon  authority,  and  without  affectation 
save  the  supreme  affectation  of  childhood,  viz.,  assuming 
the  words,  manners,  habits,  etc.,  of  those  older  than  him- 
self  There  is  now  a  longing  for  that  kind  of  close 

sympathy  and  friendship  which  makes  cronies  and  inti- 
mates ;  there  is  a  craving  for  strong  emotions  which  give 
pleasure  in  exaggeration ;  and  there  are  nameless  longings 
for  what  is  far,  remote,  strange,  which  emphasizes  the 
self-estrangement  which  Hegel  so  well  describes,  and  which 
marks  the  normal  rise  of  the  presentiment  of  something 

higher  than  self There  is  often  a  strong  instinct  of 

devotion  and  self-sacrifice  toward  some,  perhaps  almost 
any,  object  or  in  almost  any  cause  which  circumstances  may 

present The  life  of  the  mere  individual  ceases  and 

that  of  the  person  or,  better,  of  the  race,  begins. 

During  this  period  some  find  it  very  hard  to 

^  Loc.  cit..  Vol.  I,  pp.  205,  206. 


222  Bible-School  Curriculum 

tell  the  truth;  others  find  the  slightest  deviation 
from  the  truth  very  painful. 

There  is  a  great  increase  in  the  regard  for  law 
in  its  general  forms,  and  by  the  end  of  the  period 
practically  all  recognize  its  binding  force. 

Although  the  imitative  tendency  is  still  strong, 
there  is  a  change  in  the  activities  imitated.  There 
is  a  strong  tendency  to  imitate  now  those  actions 
which  it  is  thought  will  make  the  boys  and  girls 
appear  more  manly  and  womanly.  During  this 
unsettled  time  the  boys  should  have  male  teachers 
and  the  girls  female  teachers,  not  only  that  they 
may  be  taught  both  by  precept  and  example  what 
true  manliness  and  womanliness  are,  but  also  be- 
cause of  the  peculiar  temptations  which  come  to 
the  young  people  during  this  period.  President 
G.  Stanley  Hall  says  of  the  peculiar  dangers  of 
the  period :  ^ 

The  dangers  of  this  period  are  great  and  manifest. 
The  chief  of  these,  far  greater  even  than  the  dangers  of 
intemperance,  is  that  the  sexual  elements  of  soul  and  body 
will  be  developed  prematurely  and  disproportionately.  In- 
deed early  maturity  in  this  respect  is  itself  bad.  If  it 
occurs  before  other  compensating  and  controlling  powers 
are  unfolded,  this  element  is  hypertrophied  and  absorbs  and 
dwarfs  their  energy  and  it  is  then  more  likely  to  be  unin- 
structed  and  to  suck  up  all  that  is  vile  in  the  environment. 
....  Quite  apart,  therefore,  from  its  intrinsic  value,  edu- 
cation  should    serve    the   purpose   of   preoccupation,    and 

*  Ibid.,  Vol.  I,  p.  207. 


Characteristics  and  Needs  223 

should  divert  attention  from  an  element  of  our  nature  the 
premature  or  excessive  development  of  which  dwarfs  every 
part  of  soul  and  body.  Intellectual  interests,  athleticism, 
social  and  aesthetic  tastes,  should  be  cultivated.  There 
should  be  some  change  in  external  life.  Previous  routine 
and  drill  work  must  be  broken  through  and  new  occupations 
resorted  to,  that  the  mind  may  not  be  left  idle  while  the 
hands  are  mechanically  employed.  Attractive  home  life, 
friendships  well  chosen  and  on  a  high  plane,  and  regular 
habits  should  of  course  be  cultivated.  Now,  too,  though 
the  intellect  is  not  frequently  judged  insane,  so  that  pubes- 
cent insanity  is  comparatively  rare,  the  feelings  which  are 
)'et  more  fundamental  to  mental  sanity  are  most  often  per- 
verted, and  lack  of  emotional  steadiness,  violent  and  dan- 
gerous impulses,  unreasonable  conduct,  lack  of  enthusiasm 
and  sympathy,  are  very  commonly  caused  by  abnormities 

here In  short,  the  previous  selfhood  is  broken  up 

like  the  regulation  copy  handwriting  of  early  school  years, 
and  a  new  individual  is  in  process  of  crystallization.  All 
is  solvent,  plastic,  peculiarly  susceptible  to  external  influ- 
ences. 

There  are  other  characteristics  which  are 
more  or  less  marked  and  which  belong  distinct- 
ively to  this  unsettled  period  of  life.  One  of  these 
is  the  showing  forth  of  ancestral  ways.  Dr. 
Burnham  says  in  this  connection :  ^ 

At  adolescence  there  seems  to  be  a  great  influx  of 
hereditary  strength  and  character.  The  boy  of  good  blood 
who  has  been  lazy,  perverse,  or  reckless  before,  often  be- 
comes serious  now  and  develops  his  latent  manhood.  For 
the  boy  with  evil  hereditary  tendencies  it  is  a  dangerous 

''Ibid.,  Vol.  I,  p.  180. 


224  Bible-School  Curriculum 

period.  One's  inheritance  from  the  past  is  the  anchor  which 
holds  him  in  the  storms  of  adolescence,  or  the  impulse 
which  drives  him  on  to  perversity  and  sometimes  to  in- 
sanity. At  present,  however,  our  knowledge  upon  this 
point  is  very  general  and  indefinite. 

There  is  a  great  increase  of  vitality  and  energy 
at  this  time  which  objectifies  itself  in  many  ways, 
physical  and  mental.  "  It  is  clear,"  to  again  quote 
Professor  Burnham,^  "  that  at  this  period  educa- 
tion must  no  longer  be  mere  acquisition,  it  must 
give  outlet  for  action.  Youth  must  be  given  an 
opportunity  to  do  something."  But  this  activity 
is  subjected  to  great  changes,  spells  of  languor 
and  inertia  alternating  with  spells  of  intense 
energy  and  activity.  As  in  all  development, 
progress  seems  to  be  irregular,  periods  of  ad- 
vancement alternating  with  periods  of  rest. 

The  period  is  also  one  during  which  young 
people  are  subject  to  varying  moods,  spells  of 
elation  alternating  with  spells  of  despondency. 
Dr.  Lancaster  says  in  his  study  of  this  period"^ 
that 

thoughts  of  suicide  were  very  common Feelings  are 

reported  as  being  much  more  intense  and  wider  ranged. 
Anger  and  pride  are  usually  intensified  but  kept  under  bet- 
ter control,  while  fear  is  usually  reported  as  much  less 
intense,  except  of  a  moral  nature  or  fear  of  some  secret 

disease The  curve  of  despondency  starts  at  eleven, 

and  rises  steadily  and  rapidly  till  fifteen,  and  culminates  at 

^ Ibid.,  p.  193.  ''Ibid.,  Vol.  V,  p.  92. 


Characteristics  and  Needs  225 

seventeen,   then   falls   steadily  till  twenty-three,   where   it 
reaches  the  base  line. 

The  spirit  of  leadership  manifests  itself  very 
strongly,  this  spirit  showing  itself  concretely  in 
the  various  clubs,  societies,  and  young  people's 
organizations. 

Religion  begins  now  to  take  on  a  new  meaning. 
The  mere  forms  of  religion,  which  satisfied  the 
child,  now  lose  their  attractiveness,  and  the  youth 
seeks  for  the  inner,  spiritual  meaning  of  true  reli- 
gion. "  It  is  a  new  interest  and  very  many  speak 
of  it  as  a  sudden  awakening.  It  is  spontaneous, 
like  the  interest  in  art  or  music,  or  the  love  of 
nature.  Where  no  set  forms  have  been  urged,  the 
religious  emotion  comes  forth  as  naturally  as  the 
sun  rises."  Dr.  Starbuck  has  shown  ^  that  the 
greatest  number  of  conversions,  so  called,  occur  at 
about  sixteen.  The  curve  rises  rapidly  from 
twelve  to  sixteen  and  falls  quite  rapidly  from 
sixteen  to  twenty. 

Some  interests  of  the  period. —  The  predomi- 
nant literary  interest  now  comes  to  be  in  legend- 
ary heroes,  pioneers,  and  heroes  in  history.  The 
social  interest  in  historical  study  also  develops  to 
a  marked  degree.  From  Professor  Wissler's 
study  ^  we  learn  that  boys  and  girls  from  thirteen 
to  fifteen  years  of  age  prefer  stories  of  daily  life, 

®  The  Psychology  of  Religion,  chap,  iii. 
°  Pedagogical  Seminary,  Vol.  V,  pp.  523  ff. 


226  Bible-School  Curriculum 

moral  precepts,  and  description.  The  basis  of 
their  preference  is  given  as  ''  because  true  to  Hfe," 
and  **  because  of  moral  lessons."  The  selected 
material  must  then  be  made  lifelike  and  must  sug- 
gest moral  lessons.  Miss  Vostrovsky's  study  ^^ 
shows  a  growing  interest  during  this  period  in 
works  which  are  classified  under  the  head  of 
General  Literature,  such  books  being  preferred  by 
34  per  cent,  of  the  boys  fourteen  years  old,  by  39 
per  cent,  of  the  boys  fifteen  years  old,  by  44  per 
cent,  of  the  boys  sixteen  years  old,  by  48  per  cent, 
of  the  boys  seventeen  years  old,  and  by  85  per 
cent,  of  the  boys  eighteen  years  old.  Of  the  works 
classed  as  General  Literature,  nearly  50  per  cent, 
of  the  boys  of  all  ages  from  thirteen  to  seventeen 
preferred  historical  biography,  the  other  50  per 
cent,  being  divided  among  books  of  science,  travel, 
history,  literature,  and  literary  biography.  Pro- 
fessor Dawson,  in  his  study  of  "  Children's  In- 
terest in  the  Bible,"  says,  with  reference  to  the 
gospel  books,^^  that 

This  is  pre-eminently  the  choice  of  the  adolescent 

It  is  evident  that  adolescence  needs,  and  seeks,  above  every- 
thing else,  some  kind  of  a  philosophy  and  regimen  of  life. 
Life  has  become  a  thing  fraught  with  a  new  but  vague 
meaning;  the  struggle  is  to  make  its  meaning  clear.  Life 
has  become  a  larger,  richer  thing;  the  struggle  is  to  learn 
the  method  by  which  its   largeness   and  richness  may  be 

i°/&td..  Vol.  VI,  pp.  523  ff. 
"/&td..  Vol.  VII,  p.  166. 


Characteristics  and  Needs  22J 

personally  realized.  The  quickening  of  moral  feeling  leads 
to  self-scrutiny  and  an  apprehension  of  more  or  less  fric- 
tion between  the  self  and  the  best  environments.  The 
quickening  of  the  religious  feelings  begets  a  desire  to  get 
adjusted  to  the  largest  and  best  ideals.  The  quickening  of 
the  sense  of  life,  as  lived  through  others  and  for  others, 
awakens  the  impulse  to  become  a  part  of  the  great  cosmic 
struggle  for  more  complete  existence.  In  the  gospels  is 
found  the  Christian  philosophy  of  life;  and  in  the  gospels 
is  found  the  Christian  regimen  of  life,  in  its  broad  outlines. 
For  the  gospels  reveal  the  personality  of  One  who  "  came 
that  they  might  have  life  and  that  they  might  have  it  more 
abundantly,"  and  Christian  philosophy  sums  itself  up  in 
personal  character.  And  the  gospels  reveal  broadly  the 
Christian  regimen  of  life,  for  this  is  simply  to  follow  where 
He  leads.  It  is  not  surprising,  therefore,  that,  when  the 
meaning  and  method  of  life  are  sought  with  such  earnest 
zest  as  during  the  adolescent  years,  the  Christian  explana- 
tion of  what  life  is,  and  how  it  may  be  lived,  should  be  of 
interest. 

This  period  is  one  of  strong  theological  con- 
victions. The  questioning  tendency  concerning 
theological  matters  reaches  its  maximum  at  about 
fourteen,  slowly  declining  after  that  time.  This 
questioning,  however,  is  largely  for  information. 
During  the  early  part  of  the  next  period  there 
comes  into  the  life  of  the  thinking  person  a  time 
of  storm  and  stress,  a  time  of  doubt  more  or  less 
prolonged  and  severe,  when  the  young  man  seeks 
to  know  the  *'  reason  for  the  faith  that  is  within." 

There  are  many  other  interests,  such  as  that  in 
nature,  art,  music,  reading,  poetry,  etc.     These 


228  Bible-School  Curriculum 

interests  are  varying  but  should  be  appealed  to  so 
far  as  possible. 

The  mental  powers  during  the  period. — Mem- 
ory increases  in  strength,  and  what  is  called 
verbal  memory  reaches  its  maximum  strength  in 
the  first  half  of  the  period.  The  power  of  infer- 
ence develops  strongly  and  rapidly,  and  interest 
in  classification  increases.  Imagination,  true  cre- 
ative imagination,  now  begins  to  manifest  itself 
strongly.  It  is  the  great  time  for  the  creating  of 
ideals.  These  ideals  change  frequently,  and  as 
Lancaster  says,^^  "One's  stage  of  development 
can  be  marked  quite  accurately  by  his  ideal.  The 
manners  and  ways  of  speaking,  walking,  and 
dressing  indicate  closely  the  ideal  that  the  boy  or 
girl  is  following."  These  ideals  awaken  longings 
to  be  like  the  ideal.  There  is  a  strong  tendency 
to  plan  the  future,  this  being  one  of  the  results  of 
the  widening  of  the  mental  horizon,  with  the 
rush  of  new  ideas,  new  longings,  and  the  change 
of  thought  and  ideals.  The  emotional  activity 
throughout  the  period  is  intense,  and  there  are 
strong  impulses  to  do  great  things.  Speaking  of 
the  religious  emotions,  Lancaster  says : 

It  is  the  natural  time  for  the  growth  of  the  religious 
emotions  which  are  the  only  basis  of  a  healthy,  moral  na- 
ture. Aside  from  all  relations  to  a  future  life,  the  religious 
emotions  should  be  regarded  as  the  most  valuable  of  all  for 

"/Hrf.,  Vol.  V,  pp.  127,  128. 


Characteristics  and  Needs  229 

immediate  results  in  character The  worst  thing  that 

can  happen  is  early  forcing  of  the  religious  emotions  and 
the  subsequent  relapse.  The  religious  feeling  often  comes 
in  waves  of  increasing  intensity.  The  first  may  appear  in 
very  early  childhood,  but  they  reach  their  maximum  about 

sixteen  with  the  average  person Each  religious  wave 

should  be  treated  sympathetically,  but  public  expression  of 
any  particular  belief  should  not  be  urged  before  fifteen  to 
twenty. 

Conscience  is  more  of  a  factor  in  the  educational 
work  of  this  period,  although  it  is  not  a  fixed 
quantity,  being  well  developed  in  some  boys  and 
girls  and  seemingly  almost  wanting  in  others. 

Some  conclusions  with  reference  to  a  course  of 
study  for  the  youth  from  thirteen  to  seventeen 
years  of  age. —  From  the  foregoing  consideration 
of  the  characteristics,  powers,  and  interests  of 
the  youth  period  of  life,  it  would  seem  that 
biographical  matter  was  best  adapted  to  the  ends 
in  view  and  to  the  conditions  of  the  youth.  His 
chief  literary  interest  is  in  great  historic  char- 
acters, his  imagination  is  actively  forming  ideals 
and  making  plans  for  the  future,  and  it  is  the 
time  for  the  natural  development  of  the  religious 
emotion.  If  we  present  to  him  in  concrete  form 
the  essentials  of  an  ideal  human  character,  this 
will  tend  to  stir  the  emotional  side  of  his  nature 
and  eventually  win  him  to  a  natural  expression  of 
allegiance  to  Him  who  combines  all  these  elements 
in  his  person  —  the  typical  man,  Jesus.     In  pre- 


230  Bible-School  Curriculum 

senting  this  form  of  material  the  teacher  should 
seek  to  emphasize  those  elements  in  the  characters 
studied  which  tend  to  objectify  themselves  in 
social  service,  that  thus  the  pupils  in  forming 
their  ideals  may  see  clearly  that  the  highest  type 
of  Christian  character  is  that  expressed  in  the  life 
of  Jesus,  who  "came  not  to  be  ministered  unto, 
but  to  minister."  Such  a  method  of  presentation 
will  also  suggestively  guide  the  pupil's  activities 
into  the  most  helpful  channels.  The  great  men 
and  women  of  the  Old  Testament,  those  who  pre- 
sent helpful  elements  of  character  worthy  of 
study;  the  great  characters  of  the  New  Testa- 
ment, including  an  extended  study  of  the  life  of 
the  ideal  character,  Jesus ;  and  a  number  of  care- 
fully selected  great  characters  in  the  various 
periods  of  the  world's  history,  illustrating  a  high 
type  of  manhood  and  womanhood  in  various 
walks  of  life,  would  be  the  biographies  suggested 
for  the  course  of  study  in  this  department  of  the 
Bible  school. 

An  outline  of  a  suggested  course  of  study  for 
the  four  years  spent  in  the  Intermediate  Depart- 
ment of  the  Bible  school  is  given  in  the  next 
chapter.  In  Grade  A,  the  most  important  Old 
Testament  characters  who  lived  in  the  historic 
periods  of  the  migrations,  the  settlement,  the 
kingdom,  and  the  province,  are  chosen  for  study. 
In  Grade  B,  a  full  year  is  given  to  the  study  of  the 


Characteristics  and  Needs  231 

ideal  man,  Jesus,  considered  from  the  standpoint 
of  one  who  ministers.  In  Grade  C,  the  larger 
part  of  the  year's  work  is  given  to  the  study  of  the 
lives  of  the  two  great  apostles,  Peter  and  Paul. 
In  Grade  D,  we  go  outside  the  Bible  and  select 
some  of  the  world's  great  characters,  as  found  in 
the  early  church,  in  modern  missions,  and  in  the 
wider  service  of  mankind.  In  this  last  grade 
there  ts  of  course  great  difficulty  in  selecting  a 
list  of  characters  to  be  studied  that  will  commend 
itself  to  all;  but  the  difficulty  lies  rather  in  the 
abundance  of  suitable  material  at  hand,  than  in 
any  question  of  fitness  in  the  characters  chosen. 
The  youth  of  both  sexes,  pursuing  such  a 
course  for  four  years  under  competent  teachers, 
ought  to  form  a  noble  conception  of  the  meaning 
of  true  Christian  character,  and  be  won  to  a 
hearty,  whole-souled,  and  open  allegiance  to  the 
One  who  manifested  forth  the  glory  of  God  in  a 
perfect  human  life  —  Jesus  Christ,  the  Son  of 
God,  the  ideal  man. 


CHAPTER  VIII 

A  COURSE  OF  STUDY  FOR  THE  INTERMEDIATE 
DEPARTMENT 

general  subject  :  great  men  and  women  and  their  deeds 
(revealing  god  a  former  of  character) 

§  I.  OUTLINE  OF  THE  COURSE  FOR  GRADE  A 

GRADE  SUBJECT  :     GREAT  CHARACTERS  IN  THE  OLD  TESTAMENT 

Part  I —During  the  period  of  the  migrations. 

1.  Abram  the  pioneer, 
a)  Wandering  life. 

2.  b)  Settled  life. 

3.  Jacob  the  prince. 

4.  Joseph  the  prime  minister. 
a)  The  child  and  slave. 

5.  b)  Ruler  in  Egypt. 

6.  c)  Savior  of  his  people. 

7.  Moses  the  liberator. 

a)  Preparing  for  his  mission. 

8.  b)  Liberating  a  people. 
g.   c)  Making  a  nation. 

ID.    Miriam  the  prophetess. 

11.  Review.    Memory  work. 

Part  2 — During  the  period  of  the  settlement. 

12.  Joshua  the  soldier. 

a)  Entering  the  promised  land. 

13.  b)  Conquering  the  country. 

14.  Deborah  the  woman-judge. 

15.  Gideon  the  warrior- judge. 

16.  Ruth  the  model  daughter. 

17.  Hannah  the  model  mother. 

232 


Intermediate  Department  Course    233 

18.  Samuel  the  prophet- judge, 
o)  His  training  under  Eli. 

19.  b)  Establishing  the  kingdom. 

20.  Review.    Memory  work. 

Part  3 — During  the  period  of  the  kingdom. 

21.  Saul  the  wilful  king. 

22.  David  the  godly  king. 

a)  His  shepherd  and  soldier  life. 

23.  h)  An  exile  from  home. 

24.  c)  Reigning  in  Israel. 

25.  d)  His  old  age. 

26.  Jonathan  the  friend. 

27.  Solomon  the  magnificent  kirig. 
a)  The  early  rule   in  wisdom. 

28.  b)  The  later  years  of  folly. 

29.  Review.    Memory  work. 

30.  Elijah  the  prophet  of  fire. 

a)  Predicting  God's  judgment. 

31.  b)  Upholding  God's  glory. 

32.  Elisha  the  prophet  of  peace. 

o)   Showing  kindness  to  the  people. 
2Z-    b)  Aiding  the  king. 

34.  Joash  the  boy-king. 

35.  Amos  the  prophet  of  righteousness. 

36.  Hosea  the  prophet  of  love. 

37.  Isaiah  the  statesman-prophet. 

a)   His  political  work  for  Judah. 

38.  b)   His  religious  work  for  Judah. 

39.  Josiah  the  reformer-king. 

40.  Jeremiah  the  prophet  of  tears, 
a)  Trying  to  save  the  nation. 

41.  b)   Closing  years  of  his  life. 

42.  Review.    Memory  work. 


234  Bible-School  Curriculum 

Part  4  —  During  the  period  of  the  province. 

43.  Ezekiel  the  prophet  of  visions. 

44.  Daniel  the  captive  prince. 
a)  His  rise  to  power. 

45.  b)  Triumph  in  temptation. 

46.  Zerubbabel  the  leader  of  the  return. 

47.  Ezra  the  scribe. 

48.  Nehemiah  the  governor. 
a)  Repairing  the  city. 

49.  b)  Reforming  the  customs  of  the  people. 

50.  Review.    Memory  work. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§2.  SUGGESTIVE  LESSON  PLANS  FOR  GRADE  A 

Lessons  21  and  26 

Lesson  21 

saul  the  wilful  king 

Lesson  Material. 

I  Sam.,  chaps,  ix  to  xxi. 
Teacher's  Study  Material. 
Deane,  Samuel  and  Saul:  Their  Lives  and  Times,  in 
"  Men  of  the  Bible  "  series,  chaps,  iv  to  xiv ;  Geikie,  Hours 
with  the  Bible,  Vol.  Ill,  chaps,  iv  and  v;  idem,  Old  Testa- 
ment Characters,  chap,  on  "  Saul ; "  Kent,  A  History  of 
the  Hebrew  People,  Vol.  I,  pp.  113-35;  Kittel,  Llistory  of 
the  Hebrews,  Vol.  II,  pp.  103-37;  Hastings,  Bible  Dic- 
tionary, art.  "  Saul." 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Locate  on  the  map  as  the  lesson  progresses  the  more 


Intermediate  Department  Course    235 

important  places  connected  with  Saul's  life.  Pictures  of 
Palestine,  showing  the  character  of  the  country,  the 
cities  and  towns,  and  the  manners  and  customs  of  the 
people  would  be  helpful.  Also  select  from  the  following 
pictures  :  "  Samuel  Anointing  and  Blessing  Saul,"  "  Saul 
Attempts  the  Life  of  David,"  and  "  David  Spares  Saul's 
Life,"  all  by  Dore ;  "  Samuel  Anointing  Saul,"  and 
"  Saul's  Rejection,"  by  von  Schnorr.  At  the  lesson  close 
write  upon  the  board  the  plan  for  the  scholar's  "  Life  of 
Saul  the  Wilful  King." 

Organisation  of  Material. 

1.  The  times  in  v/hich  Saul  lived. 

a)  Politically  —  a  period  of  foreign  oppression. 

b)  Socially  —  a  period  of  transition  to  agricultural  life. 

c)  Religiously  —  a  period  of  irreligion. 

2.  Saul's  early  life. 

a)  Son  of  Kish,  tribe  of  Benjamin. 

b)  Home  —  Gibeah. 

c)  Occupation  —  farmer. 

3.  Saul's  public  life. 

a)  His  rise  to  power. 

b)  His  decline. 

c)  His  fall. 

4.  Work  accomplished. 

a)  Partially  unified  the  tribes. 

b)  Inspired  a  hope  of  freedom. 

c)  Created  the  beginning  of  a  military  organization. 

5.  Marked  traits  of  character. 
o)  True  patriotism. 

b)  Considerable  organizing  ability. 

c)  Impatience  and  wilfulness. 

d)  Without  a  deep  religious  nature. 


236  Bible-School  Curriculum 

Presentation  of  Material 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  *'  Organization  of  Material."  Locate 
on  the  map  the  sections  of  Palestine  occupied  by  the 
various  tribes  of  Israel.  Give  the  class  as  clear  a  pic- 
ture as  possible  in  a  brief  presentation  of  the  times  in 
which  Saul  lived.  The  tribes  were  scattered  and  prac- 
tically independent,  there  being  an  apparent  lack  of  any 
unity  of  feeling,  and  of  any  union  of  effort  to  throw  off 
the  oppressive  yoke  of  the  Philistine  rule.  This  was  due 
partly  to  the  scattered  condition  of  the  tribes,  and  partly 
to  the  lack  of  a  capable  leader.  Socially  the  period  was 
one  of  transition  from  the  nomadic  to  the  agricultural  life. 
The  towns  grew  in  importance  and  became  the  centers  of 
tribal  life.  The  law  of  blood  revenge  was  in  force  and 
the  moral  condition  of  the  people  was  very  low.  The 
masses  of  the  people  were  irreligious,  there  being  no  cen- 
ter of  worship,  and  the  influence  of  prophets  like  Samuel 
was  scarcely  felt  except  through  a  small  section  of  the 
land.  It  was  into  such  times  that  Saul  was  born  and 
grew  up  to  young  manhood.  Question  the  class  about 
the  little  that  is  known  of  Saul  before  he  is  chosen  king. 
Of  what  family?  Of  what  tribe?  Where  was  his  home? 
What  was  his  occupation  (i  Sam.  11:5)?  What  was 
his  appearance  (i  Sam.  9:2)?  Then  develop  by  ques- 
tions the  steps  in  Saul's  rise  to  power,  noting  (i)  the 
private  anointing  by  Samuel ;  (2)  the  public  choosing  by 
the  people  at  the  great  assembly  at  Mizpah;  (3)  the 
assumption  of  the  position  of  king  by  Saul  at  Jabesh- 
gilead,  in  connection  with  the  demand  of  Nahash  the 
Ammonite;  and  (4)  the  solemn  establishment  of  the 
kingdom  by  Samuel  at  Gilgal.  As  each  one  of  these 
points  is  brought  out,  dwell  upon  it  briefly,  drawing  out 
by  further  questions  the  facts  connected  with  it.     Then 


Intermediate  Department  Course    237 

question  the  class  upon  Saul's  decline  in  power,  noting 
the  first  step  taken  in  connection  with  the  Philistine  war. 
Describe  the  circumstances,  picturing  Saul's  growing  im- 
patience at  the  delay  of  Samuel,  and  his  final  offering  of 
the  required  sacrifices  at  Gilgal.  Then  comes  Samuel  and 
condemns  Saul  for  this  act.  Show  the  significance  of  the 
scene.  This  was  the  first  break  with  the  ruling  religious 
party  represented  by  Samuel,  and  was  the  first  step  down- 
ward in  Saul's  public  career.  (See  i  Sam.  13:11-14.) 
The  second  downward  step  was  taken  in  connection  with 
the  war  against  the  Amalekites.  What  was  the  nature  of 
the  war?  Who  commanded  it  to  be  undertaken?  What 
were  the  special  obligations  and  restrictions  placed  upon 
Saul?  With  what  success  does  he  meet?  Describe  his 
disobedience.  Upon  whom  does  he  attempt  to  shift  the 
blame  for  his  action?  What  was  the  result  of  this  dis- 
obedience? After  this  final  break  with  Saul,  Samuel 
leaves  him  and  sees  him  no  more.  From  this  time  on  we 
have  what  some  scholars  have  called  "  Saul's  insane 
career."  During  this  period  Saul  seeks  constantly  the 
life  of  David,  who  had  been  anointed  by  Samuel  as  Saul's 
successor.  Finally  very  briefly  question  the  class  con- 
cerning Saul's  fall,  death,  and  burial,  noting  (i)  the  war 
with  the  Philistines,  (2)  the  disastrous  battle  of  Gilboa, 
and  (3)  Saul's  death,  and  his  burial  by  the  grateful 
people  of  Jabesh-gilead.  Next  present  the  work  Saul 
accomplished,  bringing  out  as  much  as  possible  from  the 
class  by  questions.  The  people  did  rally  about  Saul  and 
felt,  as  they  had  not  felt  for  a  long  time,  that  they  were 
one  people.  In  Saul's  successes  they  saw  the  possibility 
of  freedom,  and  so  were  more  ready  to  unite  under  a 
new  leader,  David,  to  make  this  freedom  real.  Further 
than  this  the  beginning  had  been  made  in  organizing  a 
standing  army,  which  became  the  nucleus  of  David's  more 


238  Bible-School  Curriculum 

complete  military  organization.  Thus  Saul  did  a  good 
work  for  his  people,  and  prepared  the  way  for  the  won- 
derful progress  under  David.  Then  briefly  point  out  the 
marked  elements  of  character  in  Saul,  showing  how  the 
first  two  contributed  to  his  success,  and  how  the  last  two 
brought  his  rejection  and  final  downfall.  In  closing, 
review  the  whole  outline,  emphasizing  the  good  that  Saul 
did,  but  showing  that  a  large  and  permanent  success  could 
not  result  from  the  work  of  a  man  who  was  so  lacking  in 
important  character  elements. 

Points  to  Emphasise. 

1.  Observance  of  forms  will  not  take  the  place  of  obedi- 
ence to  principles. 

2.  The  meanness  of  any  attempt  to  shift  responsibility 
for  our  wrong-doing  upon  others. 

3.  Life  tests  character;    we  cannot  always  predict  the 
end  from  a  knowledge  of  the  beginning. 

Scholar's  Home  Work. 
Advance  work :     A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written   answers   to   be 
returned  to  the  teacher: 

1.  What  were  the  political  conditions  of  Saul's  time? 

2.  What  were  the  social  conditions  of  Saul's  time? 

3.  What  were  the  religious  conditions  of  Saul's  time? 

4.  To  what  tribe  did  Saul  belong  and  where  did  he 
live? 

5.  What  were  the  steps  in  his  rise  to  power? 

6.  What  caused  his  decline  and  fall? 

7.  In  what  war  and  at  what  place  was  he  slain? 

8.  By  whom  was  he  buried?     Why  by  them? 

9.  What  work  did  he  accomplish? 

ID.    What  are  the  most  marked  traits  in  his  character? 


Intermediate  Department  Course    239 

Constructive   work :     Write  a   short  Life  of   Saul,   the 

Wilful  King,  upon  the  following  plan : 
SAUL  THE  WILFUL  KING 

§  I.   The  times  in  which  he  lived. 

§  2,    How  he  became  king. 

§  3.    His  life  as  a  king. 

§4.    What  he  did  for  Israel. 

§  5.    Traits  of  character. 
Illustrative  picture  for  the  chapter,  either  Dore's  "  Samuel 

Anointing    and    Blessing    Saul,"    or    von    Schnorr's 

"  Samuel  Anointing  Saul." 
Verses  for  memorizing:     i  Sam.  12:24;    is  :22b. 

Lesson  26 
jonathan  the  friend 
Lesson  Material. 
I  Sam.  13:1-23;    14:1-52;    18:1-4;    19:1-7;    20:1-42; 
23:16-18;    31:1-13;    2  Sam.  1:1-27. 

Teacher's  Study  Material. 
Deane,  Samuel  and  Saul:  Their  Lives  and  Times,  in 
"  Men  of  the  Bible  "  series,  chaps,  viii,  x,  xii,  and  xiv ; 
idem,  David:  His  Life  and  Times,  in  "  Men  of  the  Bible  " 
series,  chaps,  ii,  iii,  iv,  and  v;  Geikie,  Hours  with  the 
Bible,  Vol.  Ill,  chaps,  iv  and  v ;  Whyte,  Bible  Characters, 
Vol.  II;  Mathison,  Representative  Men  of  the  Bible; 
Hastings,  Bible  Dictionary,  art.  "Jonathan." 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Locate  on  the  map,  as  the  lesson  progresses,  the  more 
important  places  connected  with  Jonathan's  life.  Pic- 
tures of  Palestine  showing  the  character  of  the  country 
and  the  manners  and  customs  of  the  people  would  be 
helpful.     The  picture  by  Dore,  "  David  and  Jonathan," 


240  Bible-School  Curriculum 

may  also  be  used.     At  the  lesson  close  write  upon  the 
board  the  plan  for  the  scholar's  ''Life  of  Jonathan  the 
Friend." 
Organization  of  Material. 

1.  Jonathan  the  prince. 

a)  Son  of  Saul  the  king. 

b)  Noted  for  his  strength  and  grace. 

c)  Loyal  to  his  father. 

2.  Jonathan's  military  exploits, 

a)  Smites  the  Philistine  garrison  in  Geba. 

b)  Leads  the  assault  at  Michmash. 
(i)His  daring  exploit. 

(2)  Saul's  foolish  vow  and  its  consequences. 

3.  Jonathan  and  David, 
o)  The  first  meeting. 

b)  The  first  covenant. 

c)  His  friendly  services  to  David. 

d)  Character  of  his  friendship  for  David. 

4.  Jonathan's  death  and  burial. 

5.  Marked  traits  of  Jonathan's  character. 

a)  Courage. 

b)  Loyalty. 

c)  Unselfishness. 

d)  Constancy. 

e)  Affectionateness.  , 
Presentation  of  Material. 

Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "Organization  of  Material."  Jona- 
than was  Saul's  eldest  son  (i  Sam.  14:49)  and  shared 
"  in  the  perils  and  enterprises  of  his  father's  stormy 
reign,  and  was  involved  in  his  ruin."  His  friendship  for 
David  was  noteworthy,  and  undoubtedly  was  a  factor  in 
David's  advancement.  Question  the  class  concerning 
Jonathan's    personal    characteristics:      (i)    his    physical 


Intermediate  Department  Course    241 

strength  and  fleetness  of  foot  (2  Sam.  i :  23)  ;  (2)  his 
skill  as  an  archer,  as  became  a  Benjamite  (2  Sam.  i :  22)  ; 
and  (3)  his  beauty  and  grace  (2  Sam.  i :  19).  Through- 
out the  record  we  have  him  presented  as  a  courageous 
captain,  skilful,  bold,  and  exceedingly  practical  {e.  g., 
cf.  I  Sam.  14:24  and  i  Sam.  14:29,  30).  And  although 
a  friend  of  David,  we  have  no  hint  that  he  was  disloyal 
to  his  father,  but  rather  that  he  was  in  his  father's  con- 
fidence (see  I  Sam.  19:2,  3  and  20:2).  Next  note  Jona- 
than's military  exploits,  his  smiting  of  the  garrison  in 
Geba,  and  especially  the  daring  assault  upon  the  Philis- 
tines at  Michmash.  Question  the  class  about  the  Mich- 
mash  campaign,  noting  especially  (i)  the  daring  exploit 
of  Jonathan  and  his  armor-bearer;  (2)  Saul's  foolish 
order  and  vow,  in  which  connection  show  the  contrast 
between  the  foolishness  of  Saul  and  the  practical  wisdom 
of  Jonathan  {cf.  i  Sam.  14:24  and  14:29,  30)  ;  and  (3) 
the  rescue  of  Jonathan  by  the  people  from  the  penalty 
imposed  by  Saul  in  his  vow.  Some  explain  this  rescue  as 
brought  about  by  a  ransom,  and  others  by  the  offering 
of  a  vicarious  sacrifice.  In  developing  this  section  of  the 
outline,  describe  the  topography  of  this. part  of  the  coun- 
try, and  supplement  the  questions  by  bits  of  word- 
picturing,  that  the  courage  and  daring  of  Jonathan  may 
be  thoroughly  apppreciated  by  the  class.  Now  develop 
the  more  important  part  of  the  story,  the  remarkable  rela- 
tions existing  between  Jonathan  and  David.  Describe 
their  first  meeting  (i  Sam.  18:1-4)  and  the  resulting 
covenant.  Then  take  up  the  various  services  rendered 
by  Jonathan  to  David  from  time  to  time:  (i)  he  inter- 
cedes with   Saul  on  David's  behalf    (i    Sam.    19:1-7); 

(2)  he  discovers  Saul's  evil  purpose  against  David,  at 
which  time  he  risks  his  own  life  (i  Sam.  20:  25-34)  \   a-^d 

(3)  he  warns  David  of  his  great  danger  and  bids  him 


242  Bible-School  Curriculum 

leave  (i  Sam.  20:35-42).  These  services  are  evidences 
of  true  love  and  friendship,  for  Jonathan  had  nothing 
to  gain  but  everything  to  lose  from  thus  befriending 
David.  At  this  point  question  the  class  concerning  the 
character  of  this  friendship  which  Jonathan  showed  for 
David,  showing  that  it  was  (i)  entirely  unselfish  and 
disinterested,  as  Jonathan  could  gain  no  material  ad- 
vantage from  it;  (2)  expressed  in  deeds  of  helpfulness, 
although  at  great  risk  to  Jonathan;  and  (3)  that  it 
resulted  in  complete  confidence  between  the  two.  In  con- 
nection with  the  question  of  Jonathan's  possible  knowl- 
edge of  David's  future,  or  at  least  of  his  ambitions  for 
the  future,  see  the  article  in  Hastings's  Bible  Dictionary. 
Then  question  concerning  Jonathan's  death  and  burial, 
emphasizing  again,  as  in  the  lesson  on  Saul,  the  gratitude 
of  the  people  of  Jabesh-gilead.  Read  David's  eulogy  from 
the  Revised  Version,  or  better  from  Moulton's  Modern 
Reader's  Bible.  Read  this  impressively,  and  without 
comment,  letting  the  poem  itself  show  forth  the  great 
love,  friendship-love,  of  David  and  Jonathan.  Lastly 
bring  out  by  questions  the  most  marked  traits  in  Jona- 
than's character:  (i)  his  courage,  shown  both  in  battle 
and  in  his  befriending  of  David;  (2)  his  loyalty,  both 
to  his  father  and  to  the  friendship  which  he  had  formed 
for  David;  (3)  his  unselfishness,  manifested  not  only  in 
his  friendship  for  David  but  in  his  never  seeking  to  take 
advantage  of  the  conditions  of  the  times  (cf.  Absalom's 
conduct  with  Jonathan's);  (4)  his  constancy;  and  (5) 
his  affectionateness,  manifested  in  all  his  relations  with 
David.  In  closing,  review  the  whole  outline,  and  try  to 
have  the  class  appreciate  somewhat  the  beauty  of  Jona- 
than's character,  impressing  the  thought  that  a  winsome, 
lovable  character  may  be  one  also  characterized  by 
courage  and  strength. 


Intermediate  Department  Course    243 

Points  to  Emphasise. 

1.  True  friendship  is  unselfish,  seeking  not  her  own. 

2.  True  friendship  is  unchangeable,  the  same  in  adver- 
sity as  in  prosperity. 

3.  True  friendship  is  expressive,     seeking    opportunities 
of  helpfulness. 

Scholar's  Home  Work. 
Advance  work :     A  careful  study  of  the  lesson  material. 
Review    work :      Questions    for    written    answers    to    be 
returned  to  the  teacher : 

1.  For    what    physical    characteristics    was    Jonathan 
noted  ? 

2.  Name  his  most  famous  military  exploits. 

3.  What  incident  in  the  Michmash  campaign  showed 
his  practical  wisdom? 

4.  Under  what  circumstances  did  Jonathan  and  David 
meet? 

5.  What  resulted    from   this    meeting? 

6.  What  services  did  Jonathan  render  to  David? 

7.  What  was    the    character    of    his    friendship    for 
David? 

8.  Describe  his  death  and  burial. 

9.  What  evidence  have  we  of  David's  love  for  Jona- 
than? 

10.    What   are  the   most  marked  traits   of  Jonathan's 
character  ? 
Constructive  work:     Write  a  short  Life  of  Jonathan  the 
Friend  upon  the  following  plan : 

JONATHAN  THE  FRIEND 
§  I.    His  personal  characteristics. 
§  2.    His  military  career. 
§  3.    His  friendship  for  David. 
§  4.    Marked  traits  of  character. 


244  Bible-School  Curriculum 

Illustrative  picture  for  the  chapter,  Dore's  "  David  and 

Jonathan.' 
Verses  for  memorizing :    2  Sam.  i :  19-27, 


§  3.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  A 

A.     REFERENCE    READING   FOR   THE   TEACHER 

Geikie,  The  Holy  Land  and  the  Bible,  2  vols.  (James  Pott  & 
Co.,  New  York). 

Kent,  A  History  of  the  Hebrew  People  (Charles  Scribner's 
Sons,  New  York). 

Kent,  A  History  of  the  Jewish  People  (Charles  Scribner's 
Sons,  New  York). 

Kittel,  A  History  of  the  Hebrews,  2  vols.  (Williams  and  Nor- 
g-ate,  London). 

McCurdy,  History,  Prophecy  and  the  Monuments,  3  vols.  (The 
Macmillan  Co.,  New  York), 

Mathison,  Representative  Men  of  the  Bible,  Series  I  and  II 
(A.  C.  Armstrong  &  Son,  New  York). 

"  Men  of  the  Bible :  Their  Lives  and  Times."  Edited  by  Rev. 
J.  S.  Excell,  M.A. ;  15  vols,  on  the  Old  Testament  (F.  H. 
Revell  Co.,  Chicago):  (i)  Abraham,  by  Deane ;  (2) 
Isaac  and  Jacob,  by  Rawlinson  ;  (3)  Moses,  by  Rawlinson  ; 
[(4)  Joshua,  by  Deane;  (5)  Gideon  and  the  Judges,  by 
Lang;  (6)  Samuel  and  Saul,  by  Deane;  (7)  David,  by 
Deane ;  (8)  Solomon,  by  Farrar ;  (9)  Elijah,  by  Milligan  ; 
(10)  lacings  of  Israel  and  Judah,  by  Rawlinson;  (11) 
Isaiah,  by  Driver;  (12)  Jeremiah,  by  Cheyne  ;  (13)  Ezra 
and  Nehemiah,  by  Rawlinson;  (14)  Daniel,  by  Deane; 
(15)  Minor  Prophets,  by  Farrar. 

Meyer,  Old  Testament  Heroes,  10  vols.  (F.  H.  Revell  Co., 
Chicago)  ;  the  following  characters  are  included :  Abraham, 
Joseph,  Moses,  Joshua,  Israel,  Samuel,  Elijah,  David,  Jere- 
miah, and  Zechariah. 

Smith,  The  Historical  Geography  of  the  Holy  Land  (A.  C. 
Armstrong  &  Son,  New  York). 


Intermediate  Department  Course    245 

Whyte,  Bible  Characters,  3  vols,  on  Old  Testament  characters 
(F.  H.  Revell  Co.,  Chicago)  :  Vol.  I,  Adam  to  Achan ; 
Vol.  II,  Gideon  to  Absalom;  Vol.  Ill,  Ahithophel  to 
Nehemiah. 

B.     READING   AND    REFERENCE    BOOKS    FOR   THE    PUPIL 

Banks,  Hero  Tales  from  Sacred  Story  (Funk  and  Wagnalls 
Co.,  New  York). 

Willett,  The  Prophets  of  Israel  (F.  H.  Revell  Co.,  Chicago). 

"  The  Clark  Bible  Primers "  (Charles  Scribner's  Sons,  New 
York)  :  (i)  Life  of  Abraham,  by  Scott;  (2)  Period  of  the 
Judges,  by  Paterson  ;  (3)  Life  of  Moses,  by  Iverach  ;  ,(4) 
Joshua  and  the  Conquest,  by  Croskery ;  (5)  Life  of  David, 
by  Thomson;  (6)  Life  and  Reign  of  Solomon,  by  Winter- 
botham;  (7)  The  Kings  of  Israel,  by  Walker;  (8)  The 
Kings  of  Judah,  by  Given. 


§  4.  OUTLINE  OF  THE  COURSE  FOR  GRADE  B 

GRADE    SUBJECT  :    GREAT     CHARACTERS     IN     THE     NEW    TESTAMENT 

A.    The  Life  of  Jesus  the  Ideal  Man 

THE    SON    OF    MAN    CAME    NOT    TO    BE    MINISTERED    UNTO,    BUT    TO 
MINISTER 

Part  I — Jesus  and  his  ministry. 

1.  Prophecies  concerning  Jesus. 

a)  Selected  Old  Testament  prophecies. 

b)  Annunciation  to  Zacharias. 

c)  Annunciation  to  Mary  and  Joseph. 

d)  Mary's  visit  to   Elizabeth. 

2.  Events  in  fulfilment  of  these  prophecies. 
a)  The  birth  stories. 

h)  Circumcision  and  presentation. 

c)  Visit  of  the  Magi. 

d)  The  Egyptian  sojourn. 


246  Bible-School  Curriculum 

3.  The  training  of  Jesus  for  his  ministry. 

a)  His  childhood. 

b)  Visit  to  Jerusalem  at  12  years. 

c)  The  eighteen  silent  years  at  Nazareth. 

4.  The  baptism  —  Jesus   accepts   his   ministry. 

5.  The   temptation  —  Jesus    proves    his    fitness    for    his 
ministry. 

6.  Jesus'  ministry  announced. 

a)  John's  testimony  to  the  priests. 

b)  John's  testimony  to  certain  disciples. 

7.  Jesus'  ministry  begun. 

a)  The  miracle  at  Cana. 

b)  The  first  disciples  chosen, 

8.  Review.    Memory  work. 

Part  2— Jesus'  ministry  to  the  religious  leaders. 

9.  The  cleansing  of  the  temple. 

10.  The  discourse  with  Nicodemus. 

11.  John's  testimony  at  ^non. 

Part  3 — Jesus'  ministry  to  the  common  people.     (Galilean 
ministry  —  1st  period.) 

12.  Discourse  with  the  woman  of  Samaria. 

13.  A  day  of  miracles  in  Capernaum,  and  the  first  preach- 
ing tour. 

14.  Healing  of  the  paralytic. 

15.  Teaching  concerning  the  Sabbath. 

16.  Review.     Memory  work. 

Part  4— Jesus'  ministry  to  the  common  people.     (Galilean 
ministry  —  2d  period.) 


Choosing  the  Twelve. 

The  sermon  on  the  mount. 

The  answer  to  John's  messengers. 

Jesus  in  the  house  of  Simon. 

The  parables  by  the  sea. 


Intermediate  Department  Course    247 

22.  The  parables  by  the  sea. 

23.  A  day  of  miracles  by  the  sea. 

24.  The  Twelve  sent  forth. 

25.  Feeding  the  iive  thousand. 

26.  Discourse  on  the  bread  of  life. 

27.  Review.    Memory  work. 

Parts — Jesus' special  ministry  to  the  apostles.     (Galilean 
ministry  —  3d  period.) 

28.  The  first  northern  journey  for  retirement. 

29.  The  second  journey,  and  Peter's  confession. 

30.  Jesus   foretells   his   death  and   resurrection. 

31.  The  transfiguration. 

32.  Discourse  on  humility  and  forgiveness. 
23.  An  autumn  visit  to  Jerusalem. 

34.  Review.     Memory  work. 

Part  6  — Jesus'  ministry  drawing  to  a  close.    (Perean  ministry.) 

35.  The  mission  of  the  Seventy. 

36.  Ministering  and  teaching  in  Jerusalem. 
sy.   Parables  of  grace  and  warning. 

38.  The  raising  of  Lazarus. 

39.  Jesus  and  the  ric>i  young  ruler. 

40.  The  ambition  of  James  and  John. 

41.  The  visit  to  Zaccheus. 

42.  Review.    Memory  work. 

part  7  —  The  triumphant  close  of  Jesus'  ministry.     (Passion 
Week.) 

43.  The  triumphal  entry  into  Jerusalem. 

44.  A  day  of  conflicts  and  victories. 

45.  Farewell 'discourses  to  his  disciples. 

46.  The  trials  and  crucifixion. 
i7.  Tbe  resurrection. 


248  Bible-School  Curriculum 

Parts — The  disciples  commissioned  to  continue  Jesiis*  min- 
istry.    (The  Forty  Days.) 

48.  The  appearances  to  the  disciples. 

49.  The  great  commission  and  the  ascension. 

50.  Review.    Memory  work. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  5.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  B 
Lessons  i  to  7 
Lesson  i 
prophecies  concerning  jesus 
Lesson  Material. 
Isa.  9:2-7;   11:1-9;  42:1-4;  53:1-12;  61:1-3;  Jer.  31: 
31-34;    Mic.  5:2-50;    Luke   i:    5-23,  26-56;    Matt,    i: 
1&-25. 
Teacher's  Study  Material. 
Wenley,    The  Preparation   for   Christianity,   pp.   93-112, 
143-82;    Edersheim,   The   Temple  and  its  Services,  pp. 
58-78,  112-23;   "Expositor's  Bible,"  Luke,  pp.  15-46;   re- 
lated sections   in   the   various    standard   lives   of   Jesus 
Christ;    a  good  critical  commentary. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Sketch  the  ground  plan  of  the  temple  when  describing 
the  vision  of  Zacharias.  At  the  lesson  close  write  upon 
the  board  the  plan  for  chap,  i  of  the  scholar's  Life  of 
Christ.  If  the  class  is  fortunate  enough  to  have  a  room, 
hang  upon  the  walls  one  of  the  large  reproductions  of 
Hofmann's  "  Head  of  Christ,"  and  let  it  remain  there 


Intermediate  Department  Course   249 

during  the  year's  study.  If  the  class  does  not  have  a 
room,  use  a  smaller  picture  mounted  upon  a  stiff  card- 
board which  can  be  passed  around  among  the  members. 

Organisation  of  Material. 

1.  The  revelations  of  some  Old  Testament  prophecies. 

a)  Office  of  Jesus. 

b)  Ancestry  and  birthplace. 

c)  Personal  equipment  of  Jesus. 

d)  The  ministry  of  Jesus.     Characteristics  and  pur- 
pose. 

e)  Humiliating  treatment  of  Jesus. 

f)  Ultimate  success  of  his  ministry. 

2.  Revelation  to  Zacharias. 

o)  Zacharias  and  Elizabeth.    Character  and  condition. 

b)  The  revelation  in  the  temple  to  Zacharias. 

c)  Zacharias's  unbelief  and  punishment. 

3.  Revelation  to  Mary. 

a)  The  angel's  glad  message  to  Mary. 

b)  The  child  Jesus  to  be  the   Son   of   God. 

c)  Mary's  humble  acceptance  of  the  promise. 

4.  Revelation,  to  Joseph. 

a)  The  vision  or  dream. 

b)  Joseph's  belief. 

5.  Mary's  visit  to  Elizabeth. 

a)  Elizabeth's  song  of  blessing. 

b)  Mary's  song  of  praise. 

Presentation  of  Material. 

Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Note  the 
double  office  of  Jesus  as  given  in  Isa.  9 :  2-7,  viz.,  light- 
giver  (teacher?)  and  world-ruler.  See  the  genealogical 
table  in  the  first  chapter  of  Matt,  and  have  the  class  note 
some  of  the  more  important  names  in  the  ancestral  line 


250  Bible-School  Curriculum 

of  Jesus.  Also  note  the  prophecy  in  Micah  giving  his 
birthplace.  Explain  and  indicate  the  value  of  the  various 
elements  of  the  personal  equipment  of  Jesus  as  prophe- 
sied, viz.,  wisdom  and  understanding,  counsel  and  might, 
knowledge  and  fear  of  the  Lord  (Isa.  11:2).  Question 
concerning  the  characteristics  of  the  ministry  of  Jesus, 
namely:  righteousness  and  justice  (Isa.  11:3,  4),  faith- 
fulness (Isa.  11:5),  meekness  and  compassion  (Isa.  42: 
2,  3).  Also  the  purpose  of  his  ministry  as  clearly  pre- 
sented in  Isa.  61 : 1-3.  But  in  spite  of  such  a  ministry  of 
joy  and  helpfulness,  he  was  not  to  be  received  by  his  own 
people.  Note  their  prophesied  treatment  of  him;  de- 
spised, rejected,  wounded,  oppressed,  imprisoned,  and 
slain  (Isa.  53:  1-9).  Nevertheless  his  ministry  was  ulti- 
mately to  succeed.  Note  in  this  connection  the  prophecy 
of  joy  in  the  outcome  (Isa.  53:  11),  and  of  the  needful 
strength  and  inspiration  for  the  work  (Isa.  42:4)-  His 
great  purpose  was  finally  to  be  accomplished,  and  the  new 
law  of  love  to  reign  in  the  hearts  of  men,  accompanied  by 
the  spreading  abroad  of  the  knowledge  of  the  Father 
(Jer.  31:31-34).  Such  was  to  be  the  minister  and  his 
ministry.  Explain  in  a  few  words  the  temple  service  and 
the  arrangement  of  the  priests  in  courses.  Question  as  to 
the  character  of  Zacharias  and  Elizabeth,  and  their  great 
desire.  Show  what  was  revealed  to  Zacharias,  namely: 
a  son,  his  office  and  greatness,  and  in  this  an  indirect 
prophecy  of  the  Christ  (Luke  1:17).  Bring  out  Zach- 
arias's  unbelief  to  contrast  later  with  Mary's  belief.  The 
vision  to  Mary  distinctly  revealed  (i)  the  birth  of  a  son, 
God  to  be  his  Father;  (2)  a  command  to  name  him 
Jesus,  Savior,  thus  indicating  office;  (3)  this  son  to  be 
recognized  as  the  Messiah,  and  (4)  to  receive  for  all 
time  the  throne  of  David  (Luke  i :  31-33).  Bring  out  all 
these  facts  by  questions.     Contrast  Mary's  humble  faith 


Intermediate  Department  Course    251 

with  the  unbeHef  of  Zacharias.  The  revelation  to  Joseph 
was  practically  the  same  as  that  to  Mary.  Joseph  also 
believed,  and  thus  these  two,  in  perfect  harmony,  waited 
for  the  fulfilment  of  their  hopes.  Mary  and  Elizabeth 
meet  and  rejoice  together  in  the  wonderful  things  which 
are  about  to  take  place.  Have  the  class  read  Mary's  hymn 
of  praise  from  the  Revised  Version.  Show  in  this  hymn 
Mary's  joy  (i)  in  what  the  Lord  has  done  for  her,  (2) 
in  what  he  will  do  for  his  people,  and  that  all  this  was 
(3)  in  remembrance  of  promises  made  centuries  before 
to  Abraham.  In  closing  review  the  entire  lesson,  unitiz- 
ing the  various  prophecies  into  one  picture,  showing 
clearly  Jesus,  the  world's  coming  minister  and  savior. 

Points  to  Emphasise. 

1.  The  equipment  of  Jesus. 

2.  The  type  of  service  he  was  to  render  to  man    (Isa. 
61:1-3). 

3.  The  blessing  of  God  upon  such  service,  bringing  ulti- 
mate success  to  his  ministry. 

Scholar's  Home  Work. 

Advance  work :     A  careful  study  of  the  lesson  material. 
Review    work :      Questions    for    written    answers    to    be 
returned  to  the  teacher: 

1.  What  was  to  be  the  great  work  of  Jesus? 

2.  Where  was  he  to  be  born,  and  of  what  family? 

3.  In  what  way  was  he  to  be  fitted  for  his  work  ? 

4.  To  what  classes  of  people  was  he  to  minister? 

5.  What  was  prophesied  concerning  the  treatment  he 
would  receive? 

6.  What  success  would  he  attain? 

7.  What  was  revealed  to  Zacharias? 

8.  What  was  revealed  to  Mary  and  Joseph? 


252  Bible-School  Curriculum 

9.    What  was  the  difference  in  the  way  the  heavenly 
message  was  treated  by  Zacharias  and  by  Mary 
and  Joseph? 
10.    In  Mary's  hymn  of  praise  for  what  did  she  thank 
God? 
Constructive  work :     Write  the  first  chapter  for  the  Life 
of  Christ,  upon  the  following  plan : 

JESUS   THE   IDEAL   CHARACTER 
Part  L     Jesus  and  His  Ministry 
Chapter   I.     Prophecies    concerning   Jesus 
§  I.   The  Old  Testament  picture  of  Jesus. 
§  2.   Zacharias's  vision  in  the  temple. 
§  3.   The  wonderful  dreams  of  Mary  and  Joseph. 
§  4.    The  story  of  the  Magnificat. 
Illustrative  picture  for  the  chapter,  Hofmann's   "  Head 
of  Christ." 

Lesson  2 
events  in  fulfilment  of  these  prophecies 

Lesson  Material. 
Luke  2 :  1-38 ;    Matt.  2 :  1-23. 

Teacher's  Study  Material. 

Exod.  13:2,  13-15;    Lev.  12:2-4,  6-8;    Numb.  3:44-51; 

Fairbairn,  Studies  in  the  Life  of  Christ,  pp.  30-45 ;  Smith, 

Historical   Geography    of    the   Holy   Land,   pp.    318-20, 

432-35;    Edersheim,   The  Temple  and  its  Ministry,  pp. 

301-303 ;  idem,  Sketches  of  Jewish  Social  Life,  pp,  42-51 ; 

related  sections  in  the  various  standard  lives  of  Jesus 

Christ;    a  good  critical  commentary. 
Illustrative  Material. 

Use  the  blackboard  for  the  outline  of  the  lesson  material. 

Draw  upon  the  board  an  outline  map  of  Palestine  and 

trace  the  journey   from   Nazareth  to   Bethlehem,   from 


Intermediate  Department  Course    253 

Bethlehem  to  Jerusalem  and  return,  and  from  Bethlehem 
to  Egypt  and  return  to  Nazareth.  Locate  on  enlarged 
map-section  the  following  places :  Jerusalem,  Nazareth, 
and  Bethlehem.  At  the  lesson  close  write  upon  the 
board  the  plan  for  chap,  ii  of  the  scholar's  Life  of  Christ. 
Show  pictures  of  the  places  mentioned  in  the  lesson,  and 
also  of  Raphael's  "  Sistine  Madonna." 

Organization  of  Material. 

1.  Events  connected  with  Jesus'  birth, 
o)  The  journey  to  Bethlehem. 

h)  The  birth  in  Bethlehem. 

c)  The  heavenly  announcement  to  the  shepherds. 

d)  The  shepherds'  visit  to  the  child. 

2.  Circumcision  and  presentation  in  the  temple, 
a)  The  child  circumcised  and  named  Jesus. 

h)  Brought  to  the  temple  at  Jerusalem  for  redemption. 

c)  Simeon's  thanksgiving  and  prophecy, 

d)  Anna's  thanksgiving  and  prophecy. 

3.  The  visit  of  the  Magi. 

a)  The  heavenly  sign  and  the  journey  to  Jerusalem. 
h)  Herod's    inquiry    and    commission. 

c)  The  Magi  journey  to  Bethlehem. 

d)  They  worship  the  child  Jesus   and  present  their 
gifts. 

e)  God's    warning    and    their    return    to    their    own 
country. 

4.  The  Egyptian  sojourn. 

a)  Herod's  evil  design. 

b)  God's  warning  to  Joseph. 

c)  The  flight  into  Egypt. 

d)  Herod's  cruelty. 

e)  The  return  to  Nazareth  of  Galilee. 


254  Bible-School  Curriculum 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Describe 
Bethlehem  and  the  journey  thither,  and  explain  to  the 
class  the  reasons  which  led  to  its  undertaking.  Picture 
the  birth  scene.  Show  the  significance  of  the  lowly  birth 
of  Jesus.  Note  here  the  fulfilment  of  phophecy.  In  the 
announcement  from  heaven  bring  out  the  following  facts 
concerning  the  good  tidings  or  "Gospel"  :  (i)  It  was 
universal  in  extent  —  "to  all  the  people;"  (2)  It  con- 
sisted in  salvation  —  "  born  this  day  ....  a  savior ;  " 
(3)  The  savior  a  specially  equipped  person  —  "Christ 
the  Lord"  (the  anointed  one).  The  ceremony  of  cir- 
cumcision brought  the  Jewish  child  under  the  old  Abra- 
hamic  covenant  with  all  of  its  privileges,  and  made  him 
heir  to  all  its  promises.  At  this  time  —  the  eighth  day  — 
it  was  usual  to  name  the  child.  Jesus,  Savior,  was  not  an 
uncommon  name  among  the  Jews,  but  in  this  case  it  was 
destined  to  be  a  most  significant  one.  Explain  the  cere- 
mony of  redemption,  and  have  the  class  read  the  Old 
Testament  passages  bearing  upon  this  requirement.  Note 
that  the  parents  of  Jesus,  although  with  the  memories  of 
the  wonderful  visions  granted  to  them  concerning  this 
child  fresh  in  their  minds,  carefully  fulfilled  all  the  re- 
quirements of  the  Mosaic  law.  Have  the  class  read 
Simeon's  prophecy  and  burst  of  praise,  noting  (i) 
Simeon's  spiritual  enlightenment  which  enabled  him  to 
see  the  future  work  of  the  babe  Jesus ;  (2)  again  the 
prophecy  of  the  universality  of  this  work;  (3)  the 
reflected  glory  of  this  work  upon  the  nation  of  Jesus. 
Anna's  prophecy  was  similar  to  Simeon's.  Explain  the 
character  of  the  Magi,  and  describe  their  journey  to 
Jerusalem.  This  journey  occasioned  by  (i)  the  wide- 
spread   knowledge    in    the    East    of    Jewish    messianic 


Intermediate  Department  Course    255 

prophecy;  (2)  the  general  expectancy  that  the  time  for 
its  fulfilment  was  near  at  hand;  (3)  the  extraordinary 
heavenly  sign.  Question  concerning  Herod's  trouble  of 
mind.  Note  the  source  of  information,  the  priests  and 
scribes,  and  the  reference  to  the  prophecy  in  Micah. 
Question  concerning  the  real  reasons  for  Herod's  interest 
in  the  birth  of  Jesus.  Note  how  Herod's  evil  design  at 
this  time  was  frustrated  by  (i)  a  direct  warning  to  the 
Magi,  and  (2)  a  direct  warning  to  Joseph.  But  although 
Jesus  was  saved  Herod's  cruel  command  was  carried  out. 
Question  concerning  (i)  the  stay  in  Egypt  (many  Jews 
there,  hence  he  was  probably  among  friends)  ;  (2)  the 
signal  for  the  return  (the  death  of  Herod)  ;  (3)  the 
permanent  home  in  Nazareth  of  Galilee  (describe  Naza- 
reth). In  closing  review  the  entire  lesson,  uniting  the 
various  parts  into  a  connected  narrative,  that  the  class 
may  have  a  clear  picture  of  the  first  few  months  of  Jesus' 
life. 
Points  to  Emphasise. 

1.  Universality  of  the  coming  ministry  of  Jesus  —  "to 
all  the  people." 

2.  Significance  of  the  lowly  birth  of  Jesus. 

3.  The  careful  observance  of  all  the  requirements  of  the 
law  by  the  parents  of  Jesus. 

4.  God's  care  for  the  young  child. 
Scholar's  Home  Work. 

Advance  work:    A  careful  study  of  the  lesson  material. 
Review    work:      Questions    for   written    answers    to    be 
returned  to  the  teacher: 

1.  Why   was   the    journey   of   Mary   and    Joseph    to 
Bethlehem   undertaken  ? 

2.  What  does  the  lowly  birth  of  Jesus  signify  to  us? 

3.  What  were  the  "  glad  tidings  "  which  were  brought 
to  the  shepherds? 


256  Bible-School  Curriculum 

4.  How   did  the   shepherds   prove  the  truth   of  the 
angel's  message? 

5.  Why  was  Jesus  taken  to  the  temple? 

6.  For  what  did  Simeon  praise  God? 

7.  What  was  Simeon's  prophecy  concerning  Jesus? 

8.  What  occasioned  the  Magi's  journey  to  Jerusalem? 

9.  Why  was  Herod  so  troubled  over  the  news  of  the 
birth  of  Jesus? 

10.   In  what  way  were  Herod's  evil  plans  brought  to 
naught  ? 
Constructive  work:     Write  the  second  chapter  for  the 
Life  of  Christ,  upon  the  following  plan: 

JESUS  THE  IDEAL  CHARACTER 

Part  L    Jesus  and  His  Ministry 

Chapter  IL    Events  in  Fulfilment  of  these  Prophecies 

§  I.    The  birth  story. 
§  2.    The  wonderful  temple  scene. 
§  3.    The  Magi  and  their  visit. 
§4.    The  divine  care  for  the  young  child. 
Illustrative  picture   for  the  chapter,   Raphael's   "  Sistine 
Madonna." 

Lesson  3 
the  training  of  jesus  for  his  ministry 

Lesson  Material. 
Luke  2: 40-52;    4:16;    John  7:15. 

Teacher's  Study  Material.  (To  be  used  also  as  lesson 
material.) 
Edersheim,  Life  and  Times  of  Jesus  the  Messiah,  Vol. 
I,  pp.  223-54;  Stapfer,  Jesus  Christ  before  His  Min- 
istry, pp.  5-90;  Schurer,  The  Jewish  People  in  the 
Time  oJ  Jesus  Christ,  Part  II,  Vol.  II,  pp.  46-52,  75-S3 ; 


Intermediate  Department  Course    257 

Fairbaicn,  Studies  in  the  Life  of  Christ,  pp.  46-63 ;  Eders- 
heim,  Sketches  of  Jewish  Social  Life,  pp.  103-138 ;  related 
sections  in  the  various  standard  lives  of  Jesus  Christ;  a 
good  critical  commentary. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
At  the  lesson  close  write  upon  the  board  the  plan  for 
chap,  iii  of  the  scholar's  Life  of  Christ.  Show  pictures  of 
an  oriental  house  of  the  poorer  class,  an  oriental  roll  of 
the  law,  an  Arab  school  of  today,  and  an  oriental  car- 
penter's shop.  Also  show  a  picture  of  Hofmann's 
"  Christ  in  the  Temple." 

Organisation  of  Material. 

1.  Home  training. 

a)  The  godly  parents. 

b)  The  humble,  happy  home. 

2.  School  training. 

o)  The  elementary  school. 

b)  The  synagogue    school    training.      (Deprived    of 
training  in  the  schools  of  the  rabbis.     See  John 

7:15.) 

3.  Training  from  private  study. 

a)  Thorough  student  of  the  scriptures. 

b)  Sympathetic  student  of  nature. 

c)  Careful  student  of  men. 

4.  Industrial  training. 

a)  Learned  the  trade  of  carpenter. 

b)  In    sympathy    with    the    workers  —  the    common 
people. 

5.  Social  training. 

o)  The  social  life  of  the  home  —  Jesus     among     his 

brothers. 
b)  The   social    life   of   the   town  —  he   mingled   with 

men. 


258  Bible-School  Curriculum 

6.    Religious  training. 

a)  The  home  atmosphere  and  training. 

b)  Influence  of  the  synagogue  services  at  Nazareth. 

c)  Influence  of  the  feast  and  festival  days  at  Jeru- 
salem. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  As  there 
is  so  little  biblical  matter  bearing  upon  this  lesson,  the 
teacher  should  assign  for  study  at  home  and  report  in 
class  selected  sections  from  the  books  noted  under  the 
heading  "  Teacher's  Study  Material."  Describe  the  home 
in  Nazareth  into  which  Jesus  was  born.  Call  from  the 
class  their  ideas  as  to  what  such  a  home  must  have  been. 
Question  concerning  the  character  of  Mary  and  Joseph. 
What  would  be  the  influence  of  such  a  home  upon  Jesus  ? 
(See  Luke  2 :  51.)  Describe  the  elementary-school  system 
of  Palestine  in  the  time  of  Christ.  We  may  suppose  that 
Jesus  attended  such  a  school  because  (i)  it  was  required 
of  all  Jewish  boys,  and  Jesus'  parents  were  strict  Jews; 
and  (2)  Jesus  being  able  to  read  and  write  probably 
learned  to  do  so  at  such  a  school.  It  is  probable  that  he 
also  attended  the  synagogue  school,  but  not  the  higher 
schools  of  the  rabbis.  Jesus  was  a  thorough  student  of 
the  Old  Testament  scriptures.  Possibly  his  parents  pos- 
sessed a  copy  of  the  scriptures  from  which  he  studied. 
Have  the  class  read  passages  showing  Jesus'  accurate 
knowledge  of  the  scriptures,  such  as  Matt.  4:4,  7,  10 ; 
12:3;  19:4;  21:16,42;  22:31;  Mark  2: 25;  12:10,16. 
Show  Jesus'  intimate  knowledge  of  nature,  reading  such 
passages  as  Matt.  6 :  26-29 ;  13  :  3-8 ;  21 :  19 ;  Mark  4 :  28 ; 
John  15:  1-8.  But  he  was  also  acquainted  with  men;  he 
knew  what  was  in  human  nature.  Let  the  class  read 
John  2 :  25 ;  Luke  12 :  13-15.    According  to  Jewish  custom 


Intermediate  Department  Course    259 

Jesus  learned  a  trade,  that  of  carpenter.  Note  that  this 
brought  him  into  sympathetic  touch  with  the  worker.  If 
Joseph  died  during  the  early  childhood  of  Jesus,  he  as  the 
eldest  son  would  be  called  upon  to  support  the  family. 
This  would  be  ennobling,  for  as  Fairbairn  says,  "  Work 
for  home  is  a  noble  education.  It  makes  men  fore- 
thoughtful, unselfish,  dutiful  to  the  weak,  tender  to  the 
sorrowful,  mindful  of  the  loving.  It  had  been  a  calamity 
to  Himself  and  His  mission  had  our  Christ  been  deprived 
of  so  grand  yet  so  universal  a  discipline."  Show  the 
social  training  Jesus  had.  Describe  the  life  in  the  home 
with  the  brothers.  Question  as  to  the  qualities  this  would 
tend  to  develop  in  him.  He  was  not  an  ascetic  nor  a 
recluse  like  John  the  Baptist,  but  mingled  freely  with 
men  (see  Matt.  11 :  18,  19).  The  most  important  part  of 
his  training  was  his  religious  training.  Picture  to  the 
class  the  influence  of  the  home  atmosphere  and  the  home 
religious  ceremonies.  Question  concerning  the  habits  of 
Jesus  on  the  Sabbath  (Luke  4:  16-20),  and  his  probable 
atendance  upon  the  more  important  feasts  at  Jerusalem 
(Luke  2:  41,  42).  Show  the  effect  of  these  services  upon 
his  religious  nature.  In  closing  review  the  entire  lesson, 
uniting  the  various  parts  into  a  connected  narrative,  that 
the  class  may  have  a  clear  idea  of  the  thoroughness  and 
breadth  of  the  training  which  Jesus  had  for  his  ministry. 

Points  to  Emphasise. 

1.  The  need  of  careful  study  and  training  for  all  who 
would  render  a  large  service  to  mankind. 

2.  The  thoroughness  and  breadth  of  Jesus'  training. 

3.  The  naturalness  of  Jesus'  development  in  all  aspects 
of  his  nature.  "  And  Jesus  increased  in  wisdom  and 
stature,  and  in  favor  with  God  and  man." 


26o  Bible-School  Curriculum 

Scholar's  Home  Work. 

Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written    answers    to   be 
returned  to  the  teacher: 

1.  What  kind  of  parents  did  Jesus  have? 

2.  Describe  Jesus'  home. 

3.  What  kind  of  a  boy  is  Jesus  shown  to  be  in  the 
record  of  his  visit  to  Jerusalem? 

4.  What  was  Jesus'  school  training? 

5.  What  subjects  did  he  privately  study? 

6.  What  trade  did  Jesus  learn? 

7.  What  was   the   effect   upon   his   character   of   his 
learning  a  trade? 

8.  In  what  did  Jesus'  social  life  differ  from  that  of 
John  the  Baptist? 

9.  What  was  Jesus'  custom  on  the  Sabbath  day? 

10.    What  other  influences  helped  to  develop  his  reli- 
gious nature? 

Constructive   work:     Write   the   third   chapter   for   the 
Life  of  Christ  upon  the  following  plan : 

JESUS  THE  IDEAL  CHARACTER 

Part  L    Jesus  and  His  Ministry 

Chapter  III.    The  Training  of  Jesus  for  his  Ministry 


Jesus'  home  life. 


§  2.  His  school  life. 

§  3.  His  private  study. 

§  4.  Jesus  the  carpenter. 

§  5.  Jesus  among  men. 

§  6.  Development  of  his  religious  nature. 

Illustrative  picture  for  the  chapter,  Hofmann's  "  Christ 
in  the  Temple." 


Intermediate  Department  Course   261 

Lesson  4 
the    baptism — jesus    accepts    his    ministry 

Lesson  Material. 

Matt.  3:1-17;    Mark   i:i-ii;    Luke  1:57-80;    3:1-18, 
21,  22. 

Teacher's  Study  Material. 
Fairbairn,  Studies  in  the  Life  of  Christ,  pp.  64-79;  Stap- 
fer,  Jesus  Christ  before  His  Ministry,  pp.  121-33 ;  Phelps, 
The  Story  of  Jesus  Christ,  pp.  62-76;  Hastings,  Bible 
Dictionary,  Vol.  I,  art.  "  Baptism,"  and  Vol.  II,  art. 
"  John  the  Baptist ; "  related  sections  in  the  various 
standard  lives  of  Jesus  Christ;  a  good  critical  com- 
mentary. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Trace  on  the  board  map  the  journey  of  Jesus  from  Naza- 
reth to  the  Jordan  banks  near  Bethabara.  Show  pictures 
of  the  fords  of  the  Jordan  near  Jericho.  Also  pictures  of 
the  rugged  hill-country  of  Judea.  In  this  connection 
speak  of  the  influence  of  environment  upon  character.  At 
the  lesson  close  write  upon  the  board  the  plan  for  chap, 
iv  of  the  scholar's  Life  of  Christ.  Show  a  picture  of 
Du  Mond's  "  The  Baptism  of  Jesus." 

Organisation  of  Material. 

1.  Birth  of  John  the  Baptist. 

a)  Prophecy  to  Zacharias  fulfilled. 

b)  The  child  circumcised  and  named. 

c)  Prophecies  of  Zacharias  concerning  Jesus  and  John. 

2.  Ministry  of  John  the  Baptist. 

a)  Called  from  the  wilderness  by  God. 

b)  Proclaims  the  nearness  of  the  kingdom. 

c)  Preaches  remission  of  sin  through  repentance. 

d)  Baptizes  believers. 


2.^2  Bible-School  Curriculum 

3.    The  baptism  of  Jesus  by  John. 
a)  Jesus  comes  from  GaHlee. 
&)  Jesus  baptized  by  John  in  the  Jordan, 
c)  The  miraculous  manifestations  at  the  baptism. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Jesus 
had  been  in  retirement  in  Nazareth,  but  now  at  the  age  of 
thirty,  he  prepares  to  enter  upon  his  ministry.  Recall 
from  the  class  by  questions  the  angel's  annunciation  to 
Zacharias  in  the  temple  (see  Lesson  i),  Zacharias's  un- 
belief and  its  punishment.  The  time  for  the  fulfilment  of 
this  prophecy  had  now  come  and  a  child  was  born  to 
Elizabeth  and  Zacharias.  The  neighbors  and  kinsfolk 
rejoice  with  the  parents.  Note  in  connection  with  the 
ceremony  of  circumcision  and  naming  (i)  the  astonish- 
ment of  the  friends  at  the  naming  of  the  child  John  — 
why?  (2)  the  ending  of  Zacharias's  punishment  at  the 
moment  of  the  complete  fulfilment  of  the  prophecy,  and 
(3)  the  widespread  knowledge  of  these  things  among  the 
people  of  the  hill-country.  This  may  have  been  a  factor 
in  the  great  popularity  which  John  gained  at  the  very 
outset  of  his  preaching.  Bring  out  by  questions  the  ele- 
ments of  the  prophecy  of  Zacharias  concerning  Jesus,  that 
he  was  ( i )  the  prophesied  "  horn  of  salvation  "  of  Israel 
(explain  meaning  of  term),  and  (2)  a  light-giver  and 
guide  to  all  (see  Luke  i :  79)  ;  and  in  the  prophecy  con- 
cerning John  that  he  was  to  be  (i)  the  Messiah's  fore- 
runner or  herald,  announcing  the  coming  of  the  Lord, 
and  (2)  a  preacher  preparing  the  hearts  of  many  for  the 
teachings  of  salvation  (Mai.  3:1  and  Isa.  40:3).  De- 
scribe the  wilderness  hill-country  of  Judea,  and  briefly 
sketch  John's  probable  preparation  for  his  work.     When 


Intermediate  Department  Course    263 

about  thirty  years  of  age  John  is  called  by  God  from  the 
wilderness  to  begin  his  mission.  Describe  his  appearance 
and  picture  the  effect  of  his  sudden  coming.  Question  the 
class  concerning  his  relation  (i)  to  prophecy  —  a  fulfil- 
ment of  Isa.  40:3,  (2)  to  the  Messiah  —  the  forerunner, 
making  ready  the  way  and  announcing  the  nearness  of 
the  kingdom,  and  (3)  to  salvation  —  a  preacher  of  re- 
pentance as  a  condition  of  the  remission  of  sins.  Develop 
by  questions  the  practical  character  of  John's  preaching 
(see  Luke  3 :  8,  10-14).  John  baptized  many  who  accepted 
his  teachings.  Explain  the  meaning  of  John's  baptism  of 
water  —  a  symbol  of  cleansing.  While  John  was  preach- 
ing and  baptizing  near  the  lower  fords  of  the  Jordan, 
Jesus  comes  to  him  from  Galilee.  Recall  from  the  class 
some  of  the  facts  (i)  concerning  the  messianic  prophecies, 
(2)  their  remarkable  fulfilment,  and  (3)  the  thirty  years 
of  training  which  Jesus  had  received.  He  now  believed 
that  he  was  the  Messiah  of  the  Jews  and  the  Savior  of 
the  world.  He  comes  now  to  signify  his  acceptance  of  his 
mission.  Picture  the  baptismal  scene  —  the  broad,  shallow 
fords,  the  crowds,  the  stern  preacher  of  righteousness,  the 
baptisms  in  the  waters  of  the  Jordan.  Note  the  colloquy 
between  Jesus  and  John.  John  saw  the  beauty  of  Jesus' 
character  in  his  face,  and  testified  to  his  own  need  of 
baptism  at  the  hands  of  Jesus.  Note  Jesus'  answer  and 
explain  its  meaning.  Also  note  the  miraculous  manifesta- 
tions (probably  seen  and  heard  only  by  Jesus  and  John) 
—  manifestations  of  God's  approval  of  the  life  of  Jesus 
up  to  this  time.  These  manifestations  of  approval  con- 
firmed Jesus'  belief,  which  had  been  growing  in  clearness 
for  many  years,  that  he  was  the  chosen  one  of  God  for  the 
salvation  of  the  world.  Thus  did  Jesus  accept  his  great 
mission,  and  thus  was  he  consecrated  to  his  work.  In 
closing,   review  the  entire  lesson,   unitizing  the  various 


264  Bible-School  Curriculum 

parts  into  a  connected  narrative,  emphasizing  the  faith- 
fulness of  Jesus  and  John  to  their  ideals,  and  the  approval 
of  God  upon  such  lives. 

Points  to  Emphasise. 

1.  The  faithfulness  and  humility  of  John. 

2.  The  emphasis  which  Jesus  placed  upon  the  careful 
following  of  the  law. 

3.  God's  approval  of  a  life  resulting  from  a  loving  accept- 
ance of  his  law. 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written   answers   to   be 
returned  to  the  teacher: 

1.  What  remarkable  thing  happened  at  the  naming  of 
the  child  John? 

2.  What  did  Zacharias  prophesy  concerning  Jesus? 

3.  What  did  Zacharias  prophesy  concerning  John? 

4.  What  kind  of  a  training  did  John  have  for  his 
work? 

5.  What  was  the  great  subject  of  all  John's  preach- 
ing? 

6.  What  new  ceremony  did  John  introduce? 

7.  What  success  did  John  have  in  his  work? 

8.  Why  did  Jesus  come  to  be  baptized  by  John? 

9.  In  what  manner  did  God  show  his  approval  of 
Jesus'  life? 

10.   What  effect  did  these  miracles  at  the  baptism  have 
upon  Jesus  ? 
Constructive  work:     Write  the  fourth  chapter  for  the 
Life  of  Christ  upon  the  following  plan : 


Intermediate  Department  Course    265 

JESUS   THE   IDEAL   CHARACTER 

Part  I.    Jesus  and  His  Ministry 

Chapter  IV.    The  Baptism  of  Jesus 

§  I.   John  the  Baptist's  early  life  and  training, 
§  2.    The  ministry  of  John. 
§  3.   The  baptism  of  Jesus  by  John. 
Illustrative  picture  for  the  chapter,   Du   Mond's   "The 
Baptism  of  Jesus." 

Lesson  5 

the  temptation jesus    proves    his   fitness   for   his 

ministry 

Lesson  Material. 

Matt.  4:1-11;    Mark  i :  12,  13;   Luke  4: 1-13. 
Teacher's  Study  Material. 

Heb.  4:15;    Jas.  1:2,  3,  12-15;    Gilbert,  The  Student's 

Life  of  Jesus,  pp.  57-66 ;  Weiss,  The  Life  of  Christ,  Vol. 

I,  PP-  337-55 ;   Wendt,  The  Teaching  of  Jesus,  Vol.  I,  pp. 

101-6;    "Expositor's  Bible"  series,  Matthew,  pp.  39-47; 

related  sections  in  the  various  standard  lives  of  Jesus 

Christ ;  a  good  critical  commentary. 
Illustrative  Material. 

Use  the  blackboard  for  the  outline  of  the  lesson  material. 

Show  a  picture  of  Mt.  Quarantana,  the  traditional  site  of 

the  temptation.    At  the  lesson  close  write  upon  the  board 

the  plan  for  chap,  v  of  the  scholar's  Life  of  Christ.    Also 

show  a  picture  of  Brunewald's  "  Christ  Standing  by  the 

Sea." 
Organization  of  Material. 

I.    The  first  temptation. 

a)  An  appeal  to  appetite  —  hunger. 

h)  A  temptation  to  distrust  God's  providential  care. 

c)  Victory  through  reliance  upon  God's  truth. 


266  Bible-School  Curriculum 

2.  The  second  temptation. 

a)  An  appeal  to  pride  of  position  and  calling. 

b)  A  temptation  to  trust  to  God's  promises  without 
fulfilling  their  conditions. 

c)  Victory  through  reliance  upon  God's  truth. 

3.  The  third  temptation. 

a)  An  appeal  to  the  highest  ambition  —  world  con- 
quest. 

b)  A  temptation  to  distrust  God's  power  and  the  effi- 
cacy of  his  methods. 

c)  Victory  through  reliance  upon  God's  truth. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Imme- 
diately following  the  baptism  Jesus  was  "  led  up  of  the 
Spirit  into  the  wilderness."  This  wilderness  of  Judea, 
near  the  northern  end  of  the  Dead  Sea,  the  traditional 
site  being  Mt.  Quarantana,  was  the  scene  of  the  present 
lesson.  Explain  to  the  class  very  briefly  the  possibility 
of  Jesus  being  tempted,  there  being  no  sin  in  temptation 
but  only  in  yielding  to  it.  Also  impress  the  reality  of  the 
temptation,  although  in  the  form  of  mental  experiences 
and  not  in  that  of  physical  reality,  as  the  narrative  would 
seem  to  imply  if  taken  literally  (see  Gilbert's  Life  of 
Jesus).  After  a  period  of  more  or  less  complete  fasting 
due  to  absorption  in  thought  concerning  his  Messianic 
work,  the  temptation  came  through  a  mental  suggestion 
to  supply  himself  with  food  by  the  use  of  his  power  as 
the  Son  of  God.  Note  here  that  this  temptation  came 
through  that  which  is  in  itself  good  —  hunger.  Hunger 
is  to  be  gratified.  Question  as  to  when  such  action  is 
justifiable.  Have  class  read  Matt.  12:1-8.  Explain  the 
passage.  Why  not  justifiable  in  the  case  of  Jesus?  The 
suggestion  was,  "  Because  thou  art  the  Son  of  God,  do 


Intermediate  Department  Course    267 

this ;  "  Jesus'  reply  was,  "  Because  I  am  the  Son  of  God,  I 
will  not  distrust  his  providential  care."  What  passage  in 
the  Bible  came  to  Jesus'  mind?  Note  in  this  connection 
(i)  the  relative  values  Jesus  places  upon  the  lower  and 
the  higher  life,  (2)  the  duty  of  obedience  to  the  higher 
law,  (3)  the  value  of  a  knowledge  of  fundamental  truths 
as  helps  to  discern  and  to  overcome  evil.  Try  to  impress 
these  thoughts  upon  the  class,  especially  the  one  that  the 
needs  of  the  lower  nature  are  no  excuse  for  breaking  the 
law  of  the  higher  nature.  Illustrate  by  examples.  In  the 
second  temptation  the  very  trust  Jesus  had  in  God  is  put 
to  the  test.  Note  the  appeal  —  to  Jesus'  position  as  the 
Son  of  God.  The  suggestion  came  to  test  the  promises. 
Have  the  class  read  Ps.  91 :  9-16.  What  are  the  conditions 
under  which  such  promises  apply?  (See  vs.  9.)  Only 
when  danger  threatens  while  in  the  line  of  duty.  Was 
Jesus  called  upon  at  any  time  to  manifest  his  Messiahship 
in  any  miraculous  way?  (See  Matt.  12:39.)  How  was 
his  work  to  be  accomplished  ?  (  See  Zech,  4 :  6  and  John 
4:25,  26.)  What  passage  in  the  Bible  came  to  Jesus' 
mind  at  this  time?  Explain  meaning.  Impress  the 
thought  that  God's  promises  are  sure  to  those  who  ful- 
fil the  conditions  attached.  If  we  break  God's  laws, 
physical,  mental,  spiritual,  we  cannot  expect  him  to  over- 
rule the  results.  We  cannot  expect  preservation  if  we  run 
into  needless  danger.  Illustrate  by  other  examples.  In 
the  third  temptation  there  came  a  suggestion  to  Jesus 
that  his  work  might  be  the  better  and  more  quickly  done 
if  he  made  use  of  worldly  powers,  methods,  and  means. 
Note  the  appeal  —  to  Jesus'  great  hope  and  desire  to  win 
the  world  to  himself  and  thus  to  God.  But  this  work 
was  to  be  done  by  God's  power  and  in  God's  way.  Ex- 
plain the  meaning  of  the  temptation  —  the  use  of  worldly 
means  and  powers  to  acomplish  the  end.    This  was,  then, 


268  Bible-School  Curriculum 

a  temptation  to  distrust  (i)  God's  wisdom,  (2)  his  love, 
and  (3)  the  efficacy  of  his  methods.  What  passage  from 
the  Bible  came  to  Jesus'  mind  at  this  time?  Explain  the 
meaning  of  this,  that  using  wrong  means  and  methods  to 
do  God's  work  is  like  bowing  down  to  or  worshiping 
evil.  Impress  the  thought  that  if  we  are  to  be  coworkers 
with  God  in  the  betterment  of  the  world  we  must  always 
seek  to  do  our  work  in  the  right  way  and  by  the  use  of 
the  right  means.  Principle,  not  policy,  must  guide  us. 
Illustrate  by  examples.  In  closing  review  the  entire  les- 
son, uniting  the  various  parts  into  a  connected  narrative, 
emphasizing  the  keenness  of  Jesus  in  seing  the  evil  in  the 
various  suggestions,  and  the  power  he  received  to  cast 
them  aside. 

Points  to  Emphasise. 

1.  The  apparently  innocent  form  of  some  temptations. 

2.  The  value  of  a  knowledge  of  God's  truth,  to  help  to 
detect  and  to  overcome  temptation. 

3.  The  value  of  early  training  in  times  of  crises. 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written    answers   to   be 
returned  to  the  teacher: 

1.  Where  did  Jesus  go  immediately  after  the  baptism, 
and  what  impelled  him  ? 

2.  In  the  first  temptation  to   what  was   the  appeal 
made? 

3.  Why  would  it  have  been  wrong  to  yield  to  the  sug- 
gestion ? 

4.  What  helped  Jesus  to  see  the  evil  in  this  suggestion 
and  to  cast  it  aside? 

5.  In  the  second  temptation  to  what  was  the  appeal 
made? 


Intermediate  Department  Course    269 

6.  Why  would  it  have  been  wrong  to  yield  to  this  sug- 
gestion ? 

7.  What  helped  Jesus  to  see  the  evil  in  this  suggestion 
and  to  cast  it  aside? 

8.  In  the  third  temptation  to  what  was  the  appeal 
made? 

9.  Why  would  it  have  been  wrong  to  yield  to  the  sug- 
gestion ? 

10.    What  helped  Jesus  to  see  the  evil  in  the  suggestion 
and  to  cast  it  aside? 

Constructive    work:      Write    the    fifth    chapter    for    the 
Life  of  Christ  upon  the  following  plan : 

JESUS  THE  IDEAL  CHARACTER 

Part  L    Jesus  and  His  Ministry 
Chapter  V.     The  Temptation  of  Jesus 

§  I,  The  wilderness  scene. 

§  2.  The  first  temptation  and  its  meaning. 

§  3.  The  second  temptation  and  its  meaning. 

§4.  The  third  temptation  and  its  meaning. 

Illustrative  picture  for  the  chapter,  Griinewald's  "  Christ 
Standing  by  the  Sea." 

Lesson  6 
the  ministry  of  jesus  announced 

Lesson  Material. 
John  1 :  19-37. 

Teacher's  Study  Material. 
Matt.  17 :  10-13 ;  Isa.  53 :  1-12 ;  Mathews,  History  of  New 
Testament  Times  in  Palestine,  pp.   159-73  \    Edersheim, 
Life  and  Times  of  Jesus  the  Messiah,  Vol.  I,  pp.  160-79; 
Andrews,  The  Life  of  Our  Lord,  pp.  154-57;    Hastings, 


270  Bible-School  Curriculum 

Bible  Dictionary,  art.  "  Forerunner ;  "  related  sections  in 
the  various  standard  lives  of  Jesus  Christ;  a  good 
critical  commentary. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
At  the  lesson  close  write  upon  the  board  the  plan  for 
chap,  vi  of  the  scholar's  Life  of  Christ.     Show  a  picture 
of  Bida's  "  Behold  the  Lamb  of  God." 

Organisation  of  Material. 

1.  The  official  announcement  to  the  Jerusalem  deputation. 

a)  The  committee  from  Jerusalem. 

b)  John's  testimony  concerning  himself. 

c)  John's  testimony  concerning  Jesus. 

2.  The  general  announcement  to  the  people. 

a)  Jesus  proclaimed  as  the  Lamb  of  God. 

b)  John's  witness  to  Jesus  as  the  Son  of  God. 

3.  The  special  announcement  to  two  disciples. 

o)  Jesus  again  proclaimed  as  the  Lamb  of  God. 
b)  The  response  of  the  two  disciples. 

Presentation  of  Material. 

Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  The 
scenes  of  this  lesson  come  very  shortly  after  the  last 
lesson  on  the  Temptation  of  Jesus.  John  was  still  preach- 
ing and  baptizing  on  the  east  banks  of  the  Jordan,  just 
north  of  the  Dead  Sea.  Note  the  interest  John  had 
awakened  by  his  preaching,  and  the  following  he  had 
gained.  Let  the  class  read  from  Matt.  3 :  5-12  and  Luke 
3 :  1-18.  Question  concerning  the  effect  of  his  preaching 
upon  different  classes  of  people  (Luke  3:  10  ff.).  Picture 
the  Messianic  hopes  of  the  people  at  this  time.  What 
expectation  had  John's  preaching  aroused?  What  was 
the   teaching   of   the   scribes    concerning    Elijah?     Read 


Intermediate  Department  Course    271 

Matt.  17:10.  John's  work  and  his  increasing  following 
led  the  Pharisees  of  Jerusalem  to  send  a  semi-official 
deputation  to  him.  Develop  the  interview  by  questions, 
noting  (i)  the  makeup  of  the  committee,  (2)  the  ques- 
tions they  asked  John,  and  (3)  their  earnestness  and 
perseverance  in  seeking  a  definite  answer.  Then  bring 
out  the  elements  of  John's  answer,  calling  attention  first 
to  the  positive  assertions  that  he  was  not  (i)  the  Christ, 
nor  (2)  Elijah,  nor  (3)  even  the  Prophet,  but  only  a 
Voice,  a  herald  of  the  Lord.  Describe  the  oriental  cus- 
toms relating  to  heralds  and  forerunners.  Also  note  the 
homage  implied  in  John's  words  in  vs.  27.  A  teacher 
could  require  of  a  scholar  any  work  of  a  servant  except 
to  unloose  the  latchet  of  his  shoe.  Finally  emphasize 
John's  testimony  concerning  Jesus  the  Messiah  that  he 
was  even  then  "  in  their  midst."  The  next  day  Jesus  is 
openly  pointed  out  to  the  people.  Explain  briefly  the  pic- 
ture of  the  Messiah  as  given  in  the  fifty-third  chapter  of 
Isaiah.  This  picture  may  have  been  in  John's  mind,  or  he 
may  have  been  thinking  of  the  paschal  lamb  when  he  said, 
"  Behold  the  Lamb  of  God  which  taketh  away  the  sin  of 
the  world."  Note  in  this  phrase  a  prophecy  of  Jesus' 
great  work  —  to  take  away  the  world's  sin.  Recall  by 
questions  the  scenes  of  the  baptism,  especially  the  revela- 
tions given  at  that  time.  John  again  witnesses  to  these 
revelations  and  testifies  (i)  that  this  Jesus  is  he  that 
baptizes  with  the  Holy  Spirit,  and  (2)  that  he  is  the  Son 
of  God.  Note  here  the  second  aspect  of  Jesus'  work,  to 
baptize  with  the  spirit,  to  give  power,  strength  for  daily 
living.  Again  opportunity  offers  and  for  the  third  time 
John  gladly  testifies  concerning  Jesus,  again  proclaiming 
him  as  the  Lamb  of  God.  Two  of  John's  immediate  dis- 
ciples respond  to  his  words  and  follow  Jesus.  Emphasize 
here  (i)  John's  faithful  witnessing,  (2)  the  two  disciples' 


2']2  Bible-School  Curriculum 

open-mindedness,  and  (3)  John's  greatness  in  joyfully 
subordinating  himself.  In  closing  review  the  entire  les- 
son, uniting  the  various  parts  into  a  connected  narrative, 
bringing  into  bold  relief  the  faithful  testimony  of  John 
and  the  revealed  twofold  function  of  the  ministry  of 
Jesus  as  announced  by  John. 
Points  to  Emphasise. 

1.  John's  repeated  faithful  witnessing  to  Jesus. 

2.  The  double  aspect  of  Jesus'  ministry  —  to  forgive  sin 
and  to  give  strength  for  daily  living. 

3.  The  possible  rewards  of  faithful  witnessing. 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written    answers   to   be 
returned  to  the  teacher: 

1.  What  expectation  had  John's  preaching  and  work 
raised  in  the  minds  of  the  people? 

2.  What  did  the  leaders  in  Jerusalem  do  to  settle  this 
matter  ? 

3.  What  was  John's  testimony  to  the  committee  con- 
cerning himself? 

4.  What  did  he  testify  to  the  committee  concerning 
Jesus  ? 

5.  What  in  this  lesson  shows  John's  wonderful  humil- 
ity? 

6.  What  did  John  testify  to  the  people  concerning 
Jesus? 

7.  What  does  John  say  is  the  work  Jesus  is  to  do  for 
all? 

8.  To  what  two  disciples  was  Jesus  especially  pointed 
out? 

9.  What  did  these  disciples  do  when  they  saw  Jesus? 
10.  How  do  you  think  John  felt  to  have  some  of  his 

disciples  leave  him? 


Intermediate  Department  Course    273 

Constructive  work:     Write   the   sixth   chapter   for   the 
Life  of  Christ  upon  the  following  plan: 

JESUS   THE  IDEAL   CHARACTER 
Part  L    Jesus  and  His  Ministry 
Chapter  VI.     The  Ministry  of  Jesus  Announced 
§  I.   John  and  the  Jerusalem  committee. 
§  2.   John  and  the  people. 
§  3.   John  and  the  two  disciples. 
Illustrative  picture  for  the  chapter,  Bida's  "  Behold  the 
Lamb  of  God." 

Lesson  7 
the  ministry  of  jesus  begun 

Lesson  Material. 
John  1 :  38  —  2:12. 

Teacher's  Study  Material. 
Luke  24 :  13-32 ;  John  7 :  52 ;  "  Expositor's  Bible  "  series, 
John,  pp.  55-84 ;  Edersheim,  Life  and  Times  of  Jesus  the 
Messiah,  Vol.  I,  pp.  346-^3;  Gilbert,  The  Student's  Life 
of  Jesus,  pp.  84-90;  Edersheim,  Sketches  of  Jewish  Social 
Life,  pp.  150-55 ;  related  sections  in  the  various  standard 
lives  of  Jesus  Christ ;  a  good  critical  commentary. 

Illustrative  Material. 

Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Trace  on  the  board  the  journey  of  Jesus  from  Bethabara 
near  the  Jordan  to  Cana  of  Galilee,  and  thence  to  Caper- 
naum. Show  pictures  of  Cana,  Capernaum  (ruins)  and 
surrounding  country.  At  the  lesson  close  write  upon  the 
board  the  plan  for  chap,  vii  of  the  scholar's  Life  of  Christ. 
Show  a  picture  of  Bonifazio's  "  Christ  and  Philip." 

Organization  of  Material. 
I.    Revealing  himself. 
a)  Jesus'  invitation. 
h)  The  revelation  of  his  Messiahship. 


274  Bible-School  Curriculum 

2.  Gaining  disciples. 

a)  The  result  of  the  two  disciples'  testimony. 

b)  The  direct  call  of  Philip  by  Jesus. 

c)  The  calling  of  Nathanael. 

3.  Ministering  to  the  home  life. 

a)  The  marriage  feast. 

b)  The  opportunity  for  service. 

c)  The  service  rendered. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Recall 
the  testimony  of  John  to  his  disciples  and  the  effect  upon 
them.  Point  out  some  of  the  characteristics  of  these  two 
disciples  of  John.  Their  inquiry  as  to  Jesus'  home  may 
mean  that  they  will  not  detain  him  now,  but  will  seek 
him  out  later  to  become  more  intimately  acquainted.  He 
asks  them  to  come  with  him  now,  and  this  is  the  begin- 
ning of  the  long  companionship.  Try  to  picture  this 
first  interview  with  Jesus ;  the  eager  questions  of  the  dis- 
ciples, the  Master's  answers,  the  quotations  from  prophecy, 
the  growing  interest  as  he  opens  up  to  them  something  of 
his  hopes  and  plans,  which  finally  leads  to  the  firm  con- 
viction in  the  disciples'  minds  that  he  is  indeed  the  Mes- 
siah. Have  the  class  read  Luke  24 :  13-32,  and  compare 
this  account  with  their  mental  picture  of  the  first  inter- 
view of  Jesus  with  the  two  disciples  of  John.  What  did 
Andrew's  belief  lead  him  to  do?  What  did  John  do? 
Refer  to  the  importance  attached  to  the  meaning  of 
names,  and  show  the  significance  of  Simon's  new  name. 
By  questions  develop  the  events  following,  the  direct  call 
of  Philip  and  the  result.  Explain  the  prejudice  against 
Galilee,  and  the  belief  that  the  Messiah  must  come  from 
Judea.  See  John  7 :  52,  Recall  the  fact  that  Jesus  was 
born  in  Judea  in  accordance  with  prophecy.     Note  the 


Intermediate  Department  Course    275 

character  of  Nathanael  and  explain  the  phrase  "  in  whom 
is  no  guile."  In  developing  the  interview  note  (i)  the 
doubt  of  Nathanael  and  to  what  it  was  due,  (2)  the 
supernatural  knowledge  shown  by  Jesus,  (3)  Nathanael's 
acknowledgment  of  Jesus,  and  (4)  Jesus'  promise  of 
greater  revelations.  Describe  an  oriental  house,  the 
festive  preparations  for  a  wedding,  the  manner  of  sitting 
and  serving  at  table,  the  gathering  of  the  guests,  etc. 
What  guests  were  present  at  this  time?  Why  were  Jesus 
and  his  disciples  invited?  Note  Mary's  interest  when  the 
wine  failed.  What  may  be  a  reasonable  explanation  of 
this  interest?  Question  the  class  as  to  (i)  Mary's  re- 
quest—  why  made  of  Jesus?  (2)  Jesus'  reply  —  its 
meaning  and  (3)  Mary's  order  to  the  servants  —  what 
did  it  show  ?  Question  on  the  facts  of  the  miracle  and 
the  testimony  of  the  ruler  to  its  genuineness.  This  first 
miracle  of  Jesus  was  (i)  one  of  humble  service  in  the 
home,  (2)  done  in  accordance  with  the  known  will  of 
God,  (vs.  4),  and  was  (3)  a  setting  forth  of  the  divine 
nature  of  Jesus  which  confirmed  the  belief  of  the  dis- 
ciples in  him.  Emphasize  these  thoughts.  Jesus  shortly 
after  left  Cana  and  went  down  to  Capernaum.  In  clos- 
ing review  the  entire  lesson,  uniting  the  various  parts  into 
a  connected  narrative,  emphasizing  the  service  which 
Jesus  rendered  in  revealing  himself,  in  calling  coworkers, 
and  in  ministering  to  the  home  life  in  Cana. 

Points  to  Emphasise. 

1.  The  willingness  of  Jesus  to  reveal  the  truth  to  those 
who  are  willing  to  learn. 

2.  The  inspiration  to  service  which  comes  from  a  per- 
sonal knowledge  of  Jesus  the  Christ. 

3.  The  interest  of  Jesus  in  our  daily  affairs. 

4.  The  testimony  which  our  deeds  bear  to  our  character. 


276  Bible-School  Curricuujm 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written   answers    to   be 
returned  to  the  teacher: 

1.  What  led  Jesus  to  invite  the  two  disciples  to  his 
home? 

2.  What  did  Jesus  reveal  to  them  that  day? 

3.  What  did  John  and  Andrew  do  immediately  upon 
leaving  Jesus  ? 

4.  Whom  did  Jesus  himself  call  to  be  a  disciple? 

5.  Whom  did  Philip  bring  to  Jesus  ? 

6.  Why  did  Jesus  attend  the  wedding  at  Cana  ? 

7.  What  opportunity  for  service  came  to  him  while 
there  ? 

8.  Why  did  he  not  perform  the  miracle  at  once  when 
asked  ? 

9.  How  do  we  know  that  it  was  a  real  miracle? 
10.    What  was  the  effect  of  the  miracle  ? 

Constructive  work:     Write  the  seventh  chapter  for  the 
Life  of  Christ  upon  the  following  plan : 

JESUS  THE  IDEAL  CHARACTER 

Part  L    Jesus  and  His  Ministry 

Chapter  VH.     The  Ministry  of  Jesus  Begun 

§  I.    The  remarkable  interview, 
§  2.    The  calling  of  the  disciples. 
§  3.    Jesus  at  the  wedding  in  Cana. 

Illustrative  picture  for  the  chapter,  Bonifazio's  "Christ 
and  Philip." 


Intermediate  Department  Course    2yj 

§6.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  B 

A.     REFERENCE    READING    FOR   THE   TEACHER 

Andrews,   The  Life  of  Our  Lord   (Charles   Scribner's   Sons, 

New  York). 
Bruce,  The  Miraculous  Element  in  the  Gospels,  and  The  Para- 
bolic  Teaching  of  Christ   (A.   C.  Armstrong  &   Son,   New 

York). 
Edersheini,  The  Life  and  Times  of  Jesus  the  Messiah,  2  vols. 

(A.  D.  F.  Randolph  &  Co.,  New  York). 
Fairbairn,  Studies  in  the  Life  of  Christ  (Hodder  &  Stoughton, 

London). 
Gilbert,  The  Student's  Life  of  Jesus  (The  Macmillan  Co.,  New 

York). 
Ramsay,  The  Education  of  Christ  (G.  P.  Putnam's  Sons,  New 

York). 
Rhees,  The  Life  of  Jesus  of  Nazareth  (Charles  Scribner's  Sons, 

New  York). 
Sanday,  art.  ''  Jesus   Christ,"   in   Hastings's  Bible  Dictionary. 
Schiirer,  The  Jewish  People  in  the  Time  of  Jesus  Christ,  5  vols. 

(Charles  Scribner's  Sons,  New  York). 
Smith,   The  Historical  Geography   of   the  Holy  Land    (A.   C. 

Armstrong  &  Son,  New  York). 
Stalker,  Imago  Christi  (American  Tract  Society,  New  York). 
Stapfer,  Jesus   Christ:      His  Person,  His  Authority,   and  His 

Work,  3  vols.     (Charles  Scribner's  Sons,  New  York). 
Stevens    and    Burton,    A    Harmony    of    the    Gospels    (Charles 

Scribner's  Sons,  New  York). 
Watson,    The  Life  of  the  Master    (McClure,    Phillips   &   Co., 

New  York). 
Weiss,  The  Life  of  Christ,  3  vols.     (T.  &  T.  Clark,  Edinburgh). 
Wendt,   The  Teaching  of  Jesus,  2  vols.      (Charles   Scribner's 

Sons,  New  York). 
Wenley,    The    Preparation    for    Christianity    in    the    Ancient 

World  (F.   H.  Revell  Co.,  Chicago). 
Whyte,  Our  Lord's  Characters,  Vol.  VI  in  the  series  "  Bible 

Characters"  (F.  H.  Revell  Co.,  Chicago). 


278  Bible-School  Curriculum 

B.     READING   AND    REFERENCE    BOOKS    FOR   THE   PUPIL 

Barton,  Jesus  of  Nazareth:     The  Story  of  His  Life  and  the 

Scenes  of  His  Ministry  (The  Pilgrim  Press,  Boston). 
Bird,   Jesus    the    Carpenter   of   Nazareth    (Charles    Scribner's 

Sons,  New  York). 
Phelps,   The  Story  of  Jesus  Christ  (Houghton,  Mifflin  &  Co., 

Boston). 
Stalker,  Life  of  Christ  (F.  H.  Rcvell  Co.,  Chicago). 
Willett,    Life    and    Teachings    of    Jesus    (F.    H.    Revell    Co., 

Chicago). 
"The   Clark   Bible   Primers"    (Charles   Scribner's   Sons,   New 

York)  :     (i)  Life  ef  Christ,  by  Salmond ;    (2)  Parables  of 

Our  Lord,  by  Salmond. 


§7.     OUTLINE    OF    THE    COURSE    FOR    GRADE    C 

grade  subject  :    great   characters   in  the  new  testament 

(continued) 

B.      Other  New   Testament   Characters 

Part  I  —  The  forerunner  and  the  lesser  apostles. 

1.  John  the  Baptist. 

a)   Early  life  and  training. 

2.  b)  His  ministry. 

3.  The  apostolic  band. 

4.  John  the  Beloved. 

a)  Early  life  and  training, 

5.  b)   Period  of  discipleship. 

6.  c)  Closing  years. 

7.  Review.    Memory  work. 

Part  2  — The  life  of  Peter. 

8.  Peter's  early  life  and  training. 

9.  Peter's  fall  and  reinstatement. 
10.    Peter's  first  sermon. 


Intermediate  Department  Course    279 

11.  Peter's  first  miracle. 

12.  Peter's  first  testimony  before  the  rulers. 

13.  Peter  rebuking  Ananias  and  Sapphira. 

14.  Peter's  vision  at  Joppa. 

15.  Peter  and  Cornelius. 

t6.  Peter's  imprisonment  and  release. 

17.  Closing  years  of  Peter's  life. 

18.  Review.    Memory  "work. 

Part  3  —  The  life  of  Paul. 

19.  Paul's  early  life  and  training. 

20.  Paul  the  inquisitor  and  persecutor. 

21.  Paul  the  convert. 

22.  Paul's  first  Christian  activity. 

23.  Paul's  first  missionary  journey  —  outward. 

24.  Paul's  first  missionary  journey  —  homeward. 

25.  Paul  at  the  Jerusalem  council. 

26.  Review.    Memory  work. 

27.  Paul  strengthening  the  churches. 

28.  Paul's  vision  at  Troas. 

29.  Paul  beginning  his  work  in  Europe. 

30.  Paul  at  work  in  Thessalonica,  Berea,  and  Athens. 

31.  Paul's  first  ministry  in  Corinth. 

32.  Paul  and  the  Thessalonians. 

3^.  Paul's  return  and  the  letter  to  the  Galatians. 

34.  Review.    Memory  work. 

35.  Paul's  ministry  in  Ephesus. 

36.  Paul  and  the  Corinthian  church. 

37.  Paul  and  the  Roman  church. 

38.  Paul's  journey  to  Jerusalem. 

39.  Paul's  arrest  in  Jerusalem. 

40.  Paul's  address  to  the  people. 

41.  Paul  before  the  Sanhedrin. 

42.  Review.    Memory  work. 

43.  Paul  before  Felix. 


28o  Bible-School  Curriculum 

44.  Paul's  appear  to  Csesar. 

45.  Paul's  defense  before  Agrippa. 

46.  Paul's  voyage  to  Rome. 

47.  Paul's  labors  in  Rome. 

48.  Paul's  later  work. 

49.  Paul's  second  imprisonment  and  martyrdom. 

50.  Review.    Memory  work. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  8.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  C 

Lessons  i  and  2 

Lesson  i 

john  the  baptist his  early  life  and  training 

Lesson  Material. 

Luke  1 :  5-25,  57-80 ;   3:1-6. 

Teacher's  Study  Material. 
Rhees,  The  Life  of  Jesus  of  Nazareth,  pp.  3-20,  70-78; 
Edersheim,  Life  and  Times  of  Jesus  the  Messiah,  Vol.  I, 
PP-  133-43*  157-59;  Mathews,  A  History  of  New  Testa- 
ment Times  in  Palestine,  pp.  159-71 ;  Riggs,  A  History  of 
the  Jewish  People,  pp.  213-31 ;  Fairbairn,  Studies  in  the 
Life  of  Christ,  pp.  64-79;  Smith,  The  Historical  Geog- 
raphy of  the  Holy  Land,  pp.  312-17;  Hastings,  Bible 
Dictionary,  arts.  "  John  the  Baptist,"  and  "  Forerunner." 

Illustrative  Material. 

LTse  the  blackboard  for  the  outline  of  the  lesson  material. 
Locate  on  map  (blackboard  outline)  the  Wilderness,  Jor- 
dan, Jerusalem.  Also  the  political  divisions  of  the  coun- 
try under  the  sons  of  Herod.    The  following  pictures  may 


Intermediate  Department  Course    281 

prove  helpful:  "The  Wilderness,"  "An  Arab  School," 
and  "  John  the  Baptist "  by  del  Sarto.  At  the  lesson 
close  write  upon  the  board  the  plan  for  chap,  i  of  the 
scholar's  Life  of  John  the  Baptist. 

Organisation  of  Material. 

1.  The  times  in  which  he  lived, 
o)   Political  conditions. 

h)   Social  divisions. 
c)  Religious  life. 

2.  His  ancestry  and  birth. 

a)  Character  of  parents. 

b)  Birth  in  the  hill-country  of  Judea. 
(i)  The  prophecy. 

(2)  The  announcement. 

(3)  The  fulfilment. 

3.  His  early  environment  and  training, 
a)  Desert  surroundings. 

h)   Strict  Jewish  training. 

4.  His  office  and  call. 

o)  The  herald  of  Christ. 

h)   Divinely  called  to  this  work. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "Organization  of  Material."  Seek  to 
give  as  clear  an  idea  as  possible  of  the  times  in  which 
John  lived.  Recall  the  fact  that  Palestine  had  been  under 
Roman  rule  since  the  victory  of  Pompey  in  6t,  B.  C.  Since 
then  the  Roman  emperors  had  directed  affairs  in  Pales- 
tine. Herod  the  Great  reigned,  under  the  emperor,  over 
all  Palestine  at  the  time  of  John's  birth.  Show  by  use  of 
map  how  kingdom  was  divided  among  his  sons  at  his 
death.  Note  the  most  important  social  divisions  or 
classes:    (i)  the  Sadducees,  representing  the  aristocratic, 


282  Bible-School  Curriculum 

priestly  party,  who  maintained  the  ritual  and  the  customs 
but  had  little  real  interest  in  religion;  (2)  the  Pharisees, 
representing  the  religious  party,  devoted  to  the  observance 
of  the  law  in  all  its  minor  points,  and  very  strict  in  all 
religious  duties;  (3)  the  Essenes,  a  strict  ascetic  order; 
(4)  the  Samaritans,  living  in  Samaria,  a  mixed  people, 
part  Jew,  part  foreigner,  despised  by  all  orthodox  Jews 
since  the  time  of  Ezra;  (5)  the  unnamed  and  uninfluen- 
tial  company  of  devout,  pious  people  who  were  looking 
for  the  Messiah.  Show  how  the  reverence  for  the  law 
was  followed  by  reverence  for  man's  interpretation  of 
the  law  —  the  traditions  of  men;  and  again  how  the 
separation  from  the  nations  around  them  had  developed 
into  a  hatred  for  other  peoples.  Thus  a  mere  form  of 
worship  had  gradually  replaced  true  zeal  and  piety.  Note 
the  exception  —  the  few  who  were  striving  to  live  true 
lives,  and  who  were  looking  for  the  coming  of  the  Mes- 
siah. Though  briefly  presented,  try  to  leave  a  clear  pic- 
ture of  the  tim.es  in  the  minds  of  the  pupils.  Question  the 
class  in  regard  to  the  parents  of  John,  their  names,  age, 
character,  etc.,  and  the  office  of  Zacharias.  Explain  the 
courses  of  the  priests  and  their  temple  duties.  Have  the 
class  read  the  prophecies  concerning  John  (Mai.  4:5,  6; 
cf.  Isa.  40:3).  Question  the  class  concerning  the  facts 
of  the  annunciation,  Zacharias's  unbelief  and  punishment, 
and  the  fulfilment  of  the  promise.  Note  the  restoration 
of  the  power  of  speech  to  Zacharias  at  the  naming  of 
John.  In  the  psalm  of  thanksgiving  note  the  two  ele- 
ments of  (i)  thanksgiving  for  the  promised  redemption 
and  (2)  prophecy  concerning  John's  office  and  work.  We 
do  not  know  the  exact  place  where  John's  early  life  was 
spent.  Have  class  read  Luke  i :  80.  Note  the  natural  and 
uneventful  childhood.  Describe  the  desert  or  wilderness 
of  Judea.    Area  of  about  thirty-five  by  fifteen  miles,  bar- 


Intermediate  Department  Course    283 

ren,  rugged,  unattractive  in  appearance,  still  only  a  short 
distance  from  Jerusalem  and  Hebron.  So  while  he  was 
trained  amid  hard  and  austere  surroundings,  he  was  not 
ignorant  of  the  life  of  his  fellow-men  in  the  cities,  of  their 
needs  and  their  activities.  Picture  the  religious  training 
of  a  Jewish  boy,  beginning,  as  soon  as  he  learned  to 
speak,  to  study  the  Bible,  the  only  text-book  used  up  to 
the  age  of  ten.  After  this  came  the  traditional  law,  and  if 
the  education  was  carried  still  farther  there  followed  the 
rabbinic  comments.  Every  part  of  the  life,  even  the  eat- 
ing and  drinking,  was  regulated  by  the  law.  Show  how 
John's  separation  in  the  desert  from  the  formalism  and 
cant  of  the  religious  teachers  kept  him  pure  and  developed 
in  him  the  Old  Testament  prophetic  type  of  character. 
His  training  opened  his  eyes  to  the  hypocrisy  and  hollow- 
ness  of  the  scribes  and  Pharisees,  and  led  him  to  demand 
truth  and  simplicity  of  living.  He  was  not  trained  to 
belong  to  any  sect  or  school,  but  was  the  product  of  the 
old  and  simple  Jewish  faith,  reared  by  pious  parents, 
devout,  earnest,  a  student  of  the  Scriptures,  and  thought- 
ful and  original  as  regards  its  application  to  life.  The 
time  of  preparation  now  fully  completed,  fix  the  attention 
of  the  class  on  the  central  thought  in  the  lesson,  the  call 
to  service.  From  what?  At  about  what  age?  From 
where?  To  what?  Have  class  read  Luke  3:4-6;  com- 
pare the  promise  made  to  Zacharias  in  Luke  i :  13-17. 
What  custom  interprets  his  office  of  forerunner?  Picture 
the  oriental  forerunner  and  show  application  in  the  illus- 
tration to  John's  work.  What  would  the  forerunner  seek 
to  accomplish?  What  was  to  be  John's  work?  In  clos- 
ing, review  the  whole  outline,  emphasizing  the  ancestry, 
training,  and  office  of  John,  that  the  pupils  may  be  made 
to  understand  the  close  relationship  between  good  birth 
and  careful  training,  and  a  large  service  to  mankind. 


284  Bible-School  Curriculum 

Points  to  Emphasize. 

1.  The  need  of  "forerunners,"  "preparers  of  the  way" 
of  every  reform. 

2.  The  close   relationship   existing  between  preparation 
and  service. 

3.  That  back  of  every  opportunity  is  the  divine  call. 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review    work:      Questions    for   written    answers    to    be 
returned  to  the  teacher: 

1.  By  whom   was    Palestine   ruled   when   John   was 
born  ? 

2.  What  were  the  two  most  important  religious  par- 
ties? 

3.  What  was  the  religious  condition  of  the  people? 

4.  Who  were  the  parents  of  John  and  what  was  their 
character  ? 

5.  What     wonderful   circumstances    attended   John's 
birth  ? 

6.  What  was  the  promise  in  regard  to  his  future? 

7.  Where  was  his  early  life  spent? 

8.  What  training  did  he  have  ? 

9.  How  old  was  he  when  he  received  his  call? 
10.    What  word  is  used  to  describe  his  office? 

Constructive  work :    Write  the  first  chapter  for  the  Life 
of  John  the  Baptist  upon  the  following  plan : 

JOHN  THE  BAPTIST 
Chapter   I.     His    Early    Life    and    Training 

§  I.    Palestine  and  its  people. 
§  2.   The  wonders  of  John's  birth. 
§  3.    His  home  life  and  training. 
§  4,   The  divine  call. 
Illustrative  picture  for  the  chapter,  Andrea  del  Sarto's 
"  John  the  Baptist." 


Intermediate  Department  Course   285 

Lesson  2 
john  the  baptist his   ministry 

Lesson  Material. 

Matt.  3 : 1-12 ;  11: 2-19 ;  14 :  3-12 ;  Mark  1:9-11;  John 
1:19-35;   3:23-30. 

Teacher's  Study  Material. 
Mark  1:1-8;  6 :  14-29 ;  Luke  3 :  7-20 ;  7 :  19-23 ;  Rhees, 
Life  of  Jesus  of  Nazareth,  pp.  79--86,  92,  93 ;  Edersheim, 
Life  and  Times  of  Jesus  the  Messiah,  Vol.  I,  pp.  264-74, 
278-87,  33^44,  654-75 ;  Weiss,  The  Life  of  Christ,  Vol.  I, 
pp.  307-18,  355-64;  Stalker,  The  Life  of  Christ,  pp.  40-44; 
Smith,  The  Historical  Geography  of  the  Holy  Land,  pp. 
482-96;  Fairbairn,  Studies  in  the  Life  of  Christ,  pp.  64- 
79;   Hastings,  Bible  Dictionary,  art.  "John  the  Baptist." 

Illustrative  Material. 

Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Locate  on  the  blackboard  map  the  places  in  the  lesson  — 
Wilderness,  Fords  of  Jordan,  Castle  of  Macherus.  Pic- 
tures :  "  The  Fords  of  the  Jordan,"  and  "  John  the  Bap- 
tist Preaching  "  by  Titian.  At  the  lesson  close  write  upon 
the  board  the  plan  for  chap,  ii  of  the  scholar's  Life  of 
John  the  Baptist. 

Organisation  of  Material. 
I.    John's  ministry. 

o)  Place,  near  the  Jordan. 

b)  Aim  —  a  preparation  for  the  Coming  One. 

c)  Theme  —  Repent,  for  the  kingdom  of  heaven  is  at 
hand. 

d)  Results. 

(i)   Crowds  hear  him. 
(2)  Many  are  baptized. 


286  Bible-School  Curriculum 

2.  Significant  events  in  John's  career. 

a)  The  baptism  of  Jesus. 

b)  His  glorious  witness  to  Jesus. 

c)  The  message  to  Jesus  from  prison  and  the  answer. 

d)  His  martyrdom. 

3.  Work  accomplished. 

o)  Heralded  the  coming  of  the  Messiah. 

b)   Prepared  men's  hearts  for  the  kingdom  of  heaven. 

4.  Marked  characteristics  of  John. 

a)  Singleness  of  purpose. 

b)  Fearlessness. 

c)  Insight  into  character. 

d)  Humility. 

Presentation  of  Material. 

Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Show  on 
the  map  the  place  of  John's  ministry,  the  "  region  round 
about  Jordan  "  and  the  wilderness  near.  Also  show  pic- 
tures of  this  region.  The  Jordan  was  probably  the  scene 
of  the  many  baptisms.  Describe  the  preacher,  his  dress, 
manner  of  life,  probable  style  of  preaching,  etc.  Question 
the  class  as  to  the  great  aim  John  had  in  view.  Have 
some  one  read  Luke  3 :  4-6  and  John  i :  22,  23.  Question 
the  class  on  the  theme  and  the  chief  features  of  John's 
preaching,  bringing  out  the  following  thoughts :  ( i )  the 
coming  of  the  kingdom;  (2)  the  need  of  repentance  and 
reformation  in  every  class  and  individual  as  a  preparation 
for  that  kingdom;  (3)  the  sign  of  repentance  and  conse- 
cration to  the  new  idea  —  baptism ;  (4)  the  prediction  of 
the  Coming  One.  Also  question  on  the  results  of  his 
ministry,  showing  that  many  repented  and  thus  became 
prepared  for  the  kingdom,  but  that  many  were  offended 
by  the  strictness  of  John's  requirements.  Rapidly  glance 
at  the  remaining  years  of  John's  life,  noting  some  of  the 


Intermediate  Department  Course    287 

more  significant  events.  After  John  had  been  preaching 
for  perhaps  six  to  nine  months,  Jesus  came  to  him  to  be 
baptized.  Bring  out  by  questions  the  more  significant 
details  of  the  scene.  Note  that  this  event  brought  to 
John  the  assurance  that  the  One  for  whom  he  had  been 
preparing  the  way  had  come.  Question  the  class  con- 
cerning the  facts  connected  with  the  visit  of  the  com- 
mittee from  the  Jerusalem  leaders.  As  each  point  comes 
up  explain  the  Jewish  view  in  regard  to  Christ,  Elijah, 
and  the  prophet.  Explain  the  meaning  of  John's  answer. 
Note  and  emphasize  John's  testimony  to  the  people  and 
to  the  disciples  concerning  Jesus,  "  He  must  increase  but 
I  must  decrease."  Question  the  class  as  to  the  cause  of 
John's  imprisonment  (Matt.  14:3,  4).  Point  out  how 
Christ's  work  had  made  great  progress  by  this  time.  Note 
the  effect  of  Jesus'  ministry  upon  John's  disciples  (Matt. 
11:16-19;  John  3:23-30).  Why  did  John  question 
whether  he  had  not  been  mistaken?  He,  in  prison,  was 
seemingly  set  aside;  many  things  were  so  different  from 
what  he  had  anticipated.  Question  as  to  John's  inquiry 
and  Jesus'  reply.  Show  how  this  was  the  true  fulfilment 
of  prophecy  in  contrast  to  what  they  expected.  Read  Isa, 
61 :  I,  2.  Briefly  note  the  details  of  John's  martyrdom. 
Looking  back  over  both  lessons  what  do  we  find  John 
accomplished?  What  was  his  life  work?  In  what  differ- 
ent ways  did  he  accomplish  this?  Note  that  (i)  by 
preaching  he  reached  a  large  number  among  all  classes ; 
(2)  he  prophesied  the  coming  of  the  Messiah  and  warned 
of  the  coming  judgment;  (3)  he  prepared  men's  hearts 
by  (a)  convincing  of  sin,  (b)  leading  to  repentance,  and 
(c)  consecrating  them  to  the  kingdom  of  the  Christ  by 
the  ordinance  of  baptism.  Make  clear  to  the  class  that 
John  accomplished  the  work  he  came  to  do  although  his 
life  was  short.    Question  the  class  as  to  their  impressions 


288  Bible-School  Curriculum 

of  John's  character.  Try  to  have  the  class  see  clearly  the 
following  characteristics:  (i)  singleness  of  purpose,  as 
shown  in  his  complete  freedom  from  all  self-seeking  or 
desire  for  favor  among  the  powerful;  (2)  fearlessness 
in  attacking  the  sins  of  all  classes,  Pharisees  and  Sad- 
ducees  (Matt.  3:7),  publicans  and  soldiers  (Luke  3:  12- 
14),  the  royal  family  (Matt.  14:3,  4);  (3)  insight  into 
character  (Matt.  3:  14;  cf.  John  1 131)  ;  (4)  humility  as 
shown  in  his  words  to  the  Jerusalem  committee  (John  i : 
27)  and  to  his  disciples  who  were  troubled  over  the  grow- 
ing popularity  of  Jesus  (John  3:28-30).  In  summing  up 
show  that  John's  strength  was  that  of  a  great  pioneer,  a 
great  reformer  who  must  surmount  difficulty  and  prepare 
the  way  for  a  new  and  better  order  of  things.  Review  the 
outline,  emphasizing  the  work  of  John  and  the  character- 
istics which  made  him  so  successful  in  accomplishing  it. 

Points  to  Emphasize. 

1.  The  need  of  fearless  champions  of  the  right  at  all 
times. 

2.  A  noble  service  rendered  for  others  is  greater  than 
any  mere  personal  achievement. 

3.  The  proof  of  a  true  preparation  for  the  kingdom  of 
God  is  a  changed  life. 

Scholar's  Home  Work. 
Advance  work :    A  careful  study  of  the  lesson  material. 
Review   work:      Questions    for   written   answers   to   be 
returned  to  the  teacher: 

1.  What  did  John  aim  to  do? 

2.  How  did  he  seek  to  accomplish  this  aim? 

3.  What  was  the  theme  of  his  preaching? 

4.  W^hat  rite  did  he  observe  in  connection  with  his 
work? 

5.  What  did  his  baptism  mean? 


Intermediate  Department  Course    289 

6.  What  were  the  immediate  results  of  his  preaching? 

7.  What  were  the  significant  events  of  his  life? 

8.  What  was  his  testimony  concerning  Jesus. 

9.  How  did  Jesus  satisfy  John's  doubts  concerning 
himself? 

10.    What  are  the  most  marked  traits  in  John's  char- 
acter ? 

Constructive  work:     Write  the  second  chapter  for  the 
Life  of  John  the  Baptist  upon  the  following  plan  : 

JOHN  THE  BAPTIST 
Chapter  II.    His  Ministry 

§  I.    His  work  as  a  preacher. 

§  2.    Great  events  in  his  life. 

§  3.    What  he  did. 

§  4.   Traits  of  character. 
Illustrative  picture  for  the  chapter,  Titian's  "John  the 

Baptist  Preaching." 
Verses  for  memorizing:    John  3:28,  30,  31;    Matt.  3:  i, 

2,5-8. 


§  9.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  C 

A.     REFERENCE    READING    FOR   THE   TEACHER 

Bartlet,    The   Apostolic   Age    (Charles    Scribner's    Sons,    New 

York). 
Burton,  The  Records  and  Letters  of  the  Apostolic  Age  (Charles 

Scribner's  Sons,  New  York). 
Conybeare  and  Howson,  Life  and  Epistles  of  St.  Paul,  2  vols. 

(Charles  Scribner's  Sons,  New  York). 
Farrar,  Life  and  Work  of  St.  Paul  (E.  P.  Dutton  &  Co.,  New 

York). 
Geikie,  New  Testament  Hours  (James  Pott  &  Co.,  New  York). 
Iverach,   St.  Paul:    His  Life  and   Times    (F.   H.   Revell   Co., 

Chicago). 


290  Bible-School  Curriculum 

Macdonald,  Life  and  Writings  of  St.  John  (Charles  Scribner's 
Sons,  New  York). 

Matheson,  Spiritual  Development  of  St.  Paul  (A.  D.  F.  Ran- 
dolph &  Co.,  New  York). 

Meyer,  John  the  Baptist  and  Paul:  a  Servant  of  Jesus  Christ; 
in  the  series  "  New  Testament  Heroes  "  (F.  H.  Revell  Co., 
Chicago). 

Purves,  The  Apostolic  Age  (Charles  Scribner's  Sons,  New 
York). 

Ramsay,  Paul  the  Traveler  and  Roman  Citizen  (G.  P.  Put- 
nam's  Sons,   New   York). 

Robinson,  Life  and  Times  of  Peter  (American  Tract  Society, 
New  York). 

Whyte,  Joseph  and  Mary  to  James  and  Stephen  to  Timothy; 
in  the  series  "  Bible  Characters "  (F.  H.  Revell  Co., 
Chicago). 

B.     READING   AND    REFERENCE    BOOKS    FOR   THE    PUPIL 

Bird,  Paul  of  Tarsus  (Charles  Scribner's  Sons,  New  York). 
Gilbert,  The  Student's  Life  of  Paul  (The  Macmillan  Co.,  New 

York). 
Stalker,  The  Two  St.  Johns  of  the  New  Testament  (American 

Tract  Society,  New  York). 
Stalker,  Life  of  Paul  (F.  H.  Revell  Co.,  Chicago). 
Taylor,  Paul  the  Missionary  and  Peter  the  Apostle   (Harper 

and  Bros.,  New  York). 
"  The   Clark  Bible   Primers "    (Charles   Scribner's   Sons,   New 

York):      (i)   Life  of  John,  by  Gloag ;     (2)   Life  of  Paul, 

by  Gloag;    (3)  Life  of  Peter,  by  Salmond. 


§  10.     OUTLINE  OF  THE   COURSE  FOR   GRADE   D 

GRADE    SUBJECT  :      GREAT    CHARACTERS    OF    POST-APOSTOLIC    TIMES 

Part  I  —  Great  characters  in  the  early  church. 

1.  St.  Francis  of  Assisi. 

2.  St.  Francis  of  Assisi. 

3.  Savonarola. 


Intermediate  Department  Course    291 


4- 

Savonarola. 

5- 

Savonarola. 

6. 

Martin  Luther. 

7. 

Martin  Luther. 

8. 

Martin  Luther. 

9. 

Review.    Memory  work. 

Part  J 

a  — Great  characters  in  medern  missions. 

10. 

Zinzendorf. 

II. 

John  Eliot. 

12. 

William  Carey. 

13- 

William  Carey. 

14. 

Livingstone. 

15- 

Livingstone. 

16. 

Livingstone. 

17. 

Review.    Memory  work. 

18. 

John  G.  Paton. 

19. 

John  G.  Paton. 

20. 

John  G.  Paton. 

21. 

Neesima. 

22. 

Neesima. 

23- 

Mackenzie. 

24. 

Fidelia  Fiske. 

25. 

Review.    Memory  work. 

Part  3 

J— Great  characters  in  the  world's  service. 

26. 

Queen  Louise  of  Prussia. 

27. 

Washington. 

28. 

Washington. 

29. 

Mary  Lyon. 

30. 

Mary  Lyon. 

31- 

Lincoln. 

32. 

Lincoln. 

33- 

Lincoln. 

34- 

Review.    Memory  work. 

292  Bible-School  Curriculum 

35.  Louis  Agassiz. 

36.  George  Peabody. 

ZT.  Florence  Nightingale. 

38.  Frances  Willard. 

39.  Henry  Drummond. 

40.  Henry  Drummond. 

41.  Bishop  Brooks. 

42.  Bishop  Brooks. 

43.  Review.    Memory  work, 

44.  Queen  Victoria. 

45.  Queen  Victoria. 

46.  Dwight  L.  Moody. 

47.  Dwight  L.  Moody. 

48.  Booker  T.  Washington. 

49.  Booker  T.  Washington. 

50.  Review.    Memory  work. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  II.     SUGGESTIVE    LESSON    PLANS    FOR    GRADE    D 

Lessons  29  and  30 

Lesson  29 

mary  mason  lyon  —  a  sketch  of  her  life 

Lesson  Material. 
Have  the  pupils  read  the  story  of  Mary  Lyon  in  Bolton's 
"  Girls  Who  Became  Famous,"  and  also  the  accounts  in 
the  various  biographical  encyclopaedias. 

Teacher's  Study  Material. 
Hitchcock,   The  Power  of  Christian  Benevolence  Illus- 
trated in  the  Life  and  Labors  of  Mary  Lyon,  and  History 
of  Mt.  Holyoke  Seminary  during  the  First  Half-Century; 
Nichols,    Reminiscences    of    Mary    Lyon     (pamphlet) ; 


Intermediate  Department  Course    293 

Bolton,  Girls  Who  Became  Famous,  pp.  122-40;  North, 
Mary  Lyon  Year  Book;  Dunning,  "  The  Inner  Life  of 
Mary  Lyon,"  in  the  Chautauquan  for  January,  1900; 
biographical  encyclopaedias. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Show  pictures  of  Mary  Lyon,  and  also  of  the  seminary, 
and  later  pictures  of  the  college,  arranging  the  latter  so 
as  to  show  the  development  of  the  college.  At  the  lesson 
close  write  upon  the  board  the  plan  for  chap,  i  of  the 
scholar's  Life  of  Mary  Mason  Lyon. 

Organisation  of  Mater  ml. 

1.  Educational  ideals  of  her  time. 

o)  The  higher  education  of  women  not  approved. 

b)  The  common  school  elements  of  an  education  con- 
sidered sufficient  for  girls. 

c)  Private  schools  for  girls  aimed  at  accomplishments, 
not  development. 

2.  Birth  and  ancestry. 

a)  Date  and  place  of  birth  —  February  28,  1797;  Buck- 
land,  Mass. 

b)  Parents  —  both  strong  Christian  characters. 

c)  Ancestors  — "  of     irreproachable     character     and 
noted  for  piety." 

3.  Early  environment  and  training. 

a)  Influence  of  the  simple  farm  life  and  work. 

b)  Careful  parental  training. 

c)  Development  through  dependence  upon  self. 

4.  Life  events. 

a)  Work  as  a  student. 

b)  Work  as  a  teacher. 

c)  The  founding  of  Mt.  Hol3'oke  Seminary. 

d)  In  the  seminary  as  teacher  and  principal. 

5.  Death  on  March  5,  1849. 


294  Bible-School  Curriculum 

Presentation  of  Material. 
Develop  by  questions  so  far  as  possible,  the  various  sec- 
tions as  outlined  under  the  heading  "  Organization  of 
Material."  Seek  to  give  a  clear  idea  of  the  educational 
ideals  concerning  girls  which  prevailed  at  this  time.  The 
average  New  Englander  did  not  believe  the  education  of 
women  was  worth  its  cost.  It  was  unfashionable  for  girls 
to  know  more  than  the  three  R's.  In  the  schools  of  the 
time  accomplishments  were  sought  for  more  than  mental 
development.  Some  member  of  the  class  might  have  as 
an  assigned  topic  for  presentation,  "The  Education  of 
Women  in  the  First  Part  of  the  Nineteenth  Century."  A 
clear  understanding  of  the  unfavorable  conditions  exist- 
ing at  this  time  will  make  Miss  Lyon's  work  stand  out  all 
the  more  sharply.  Question  the  class  as  to  the  date  and 
place  of  her  birth.  Locate  place  on  map.  Also  question 
as  to  her  parents.  The  father,  Aaron  Lyon,  was  a  godly 
man,  sometimes  called  "  the  peace-maker ;  "  the  mother, 
Jemima  Shepard,  was  a  person  of  strong  mind  and  active 
piety.  Also  question  the  class  as  to  the  line  of  ancestors 
from  which  she  came.  What  was  their  character  ?  What 
would  be  their  influence  upon  her?  Picture  the  life  on 
the  farm,  the  simple  surroundings,  the  burden  of  work 
laid  upon  all  the  members  of  the  household.  What  kind 
of  training  would  she  receive  from  her  parents?  Note 
the  character  of  the  home,  rich  in  afifection,  with  all  the 
rugged  virtues  showing  forth  constantly.  Finally  speak 
of  the  development  that  would  come  from  the  necessity, 
soon  forced  upon  her,  of  dependence  upon  self.  Impress 
the  thought  of  the  value  of  such  a  birth,  environment,  and 
training  for  the  great  work  which  she  was  later  per- 
mitted to  do.  Describe  her  life  as  a  student  at  the  district 
school,  at  Sanderson  Academy,  at  Conway  with  Dr. 
Hitchcock  (later  the  president  of  Amherst  College),  and 


Intermediate  Department  Course    295 

at  Byfield  in  the  famous  school  of  Rev.  Joseph  Emerson. 
This  topic  might  also  be  given  to  a  student  for  class 
report.  Then  describe  her  life  as  a  teacher  at  various 
places;  at  Sanderson  Academy,  Adams  Academy,  and  at 
Ipswich.  Locate  these  places  on  the  map.  She  was  by 
nature  a  born  teacher.  What  success  did  she  have? 
Then  describe  the  beginnings  of  her  great  work  —  the 
founding  of  Mt.  Holyoke  Seminary  for  the  higher  educa- 
tion of  women.  Note  her  steadfast  purpose  which  did 
not  change  in  spite  of  the  indifference  and  opposition  of 
some.  She  gained  help  and  interest  from  many,  went 
around  soliciting  funds,  and  finally  raised  the  necessary 
amount.  A  site  was  selected,  and  the  corner-stone  of  the 
building  was  laid  October  3,  1836.  Repeat  to  the  class  her 
remark  in  this  connection  :  "  It  was  a  day  of  deep  interest. 
The  stones  and  brick  and  mortar  speak  a  language  which 
vibrates  through  my  very  soul."  When  the  seminary 
opened  in  the  fall  of  1837,  her  life  as  a  teacher  and  prin- 
cipal began.  Note  the  immediate  success  of  the  enter- 
prise ;  accommodations  were  provided  for  eighty  and  one 
hundred  and  sixteen  came.  Note  also  the  underlying 
principles  of  the  seminary  as  given  by  Miss  Lyon  herself. 
Question  the  class  about  her  life  in  connection  with  the 
seminary,  bringing  out  her  deep  interest  in  the  religious 
life  of  the  students,  and  her  great  interest  in  missions, 
which  stirred  others  to  a  like  interest,  and  which  at  this 
day  is  a  characteristic  of  the  life  at  Mt.  Holyoke  College. 
Finally  describe  briefly  her  death  and  the  burial  on  the 
college  campus.  In  closing,  review  the  whole  outline, 
emphasizing  the  unfavorable  conditions  for  any  educa- 
tional enterprise  at  the  time,  and  Miss  Lyon's  unwavering 
purpose^  her  deep  interest  in  the  welfare  of  young  women, 
and  her  tireless  energy  which  finally  enabled  her  to 
accomplish  so  much  for  higher  education. 


296  Bible-School  Curriculum 

Points  to  Emphasize. 

1.  The  blessings    from   godly   parents    and   a    Christian 
home. 

2.  The  development  that  comes  from  the  use  of  one's 
own  powers. 

3.  The  value  of  an  ideal  clearly  seen  and  tenaciously  held. 

Scholar's  Home  Work. 
Advance  work:    A  careful  study  of  the  lesson  material. 
Review   work:     Questions    for   written   answers    to   be 
returned  to  the  teacher: 

1.  In  Mary  Lyon's  time  what  was  thought  of  the 
higher  education  of  girls  ? 

2.  When  and  where  was  Mary  Lyon  born? 

3.  What  kind  of  parents  did  she  have? 

4.  What  was  her  home  training? 

5.  Where  did  she  study? 

6.  Where  did  she  teach? 

7.  When  did  she  found  Mt.  Holyoke  Seminary? 

8.  With  what  success  did  her  plan  meet  ? 

9.  What  were  the  principles  upon  which  the  seminary 
work  was  to  be  conducted? 

10.    When  did  she  die  and  where  was  she  buried? 
Constructive  work :    Write  the  first  chapter  for  the  Life 
of  Mary  Lyon  on  the  following  plan : 

MARY  MASON  LYON 
Chapter  L    A  Short  Sketch  of  Her  Life 

§  I.    The  early  life  of  Mary  Lyon. 
§  2.    Her  life  as  a  student  and  teacher. 
§  3.   The  founding  of  Mt.  Holyoke  Seminary. 
§  4.    Her  work  in  the  seminary. 
Illustrative  picture  for  the  chapter,  any  good  picture  of 
Mary  Mason  Lyon. 


Intermediate  Department  Course   297 

Lesson  30 

mary  mason  lyon her  work  and  character 

Lesson  Material. 
The  same  as  in  the  preceding  lesson,  with  the  addition  of 
assigned  topics  for  class  report. 

Teacher's  Study  Material. 
See  preceding  lesson. 

Illustrative  Material. 
Use  the  blackboard  for  the  outline  of  the  lesson  material. 
Use  the  pictures  suggested  in  the  preceding  lesson,  and 
also  pictures,  when  obtainable,  of  the  various  schools 
noted  under  the  heading  "Work  accomplished."  At  the 
lesson  close  write  upon  the  board  the  plan  for  chap,  ii  of 
the  scholar's  Life  of  Mary  Mason  Lyon. 

Organization  of  Material. 

1.  Work  accomplished. 

a)  The  first  woman  to  found  a  woman's  college. 
h)  Aroused  a  sense  of  the  need  of  higher  education 
for  women. 

c)  Inspired  the  founding  of  other  women's  colleges. 

d)  Furnished  a  model  for  many  girls'  schools. 

e)  Aroused  a  great  interest  in  missions. 

f)  Started  the  movement  for  the  training  of  women 
for  teaching. 

2.  Marked  traits  of  character. 
a)  Great  intellectual  ability. 
h)  Invincible  perseverance. 

c)  Intense  enthusiasm  for  her  work. 

d)  Great  discernment  in  judging  character. 

e)  Rare  administrative  talent. 
/)  Deep  religious  nature. 


298  Bible-School  Curriculum 

Presentation  of  Material. 
Develop  by  questions,  so  far  as  possible,  the  various  sec- 
tions as  outlines  under  the  heading  "  Organization  of 
Material."  Rapidly  review  the  last  lesson,  so  as  to 
freshen  the  pupil's  mind  upon  the  main  facts  in  the  life 
of  Mary  Lyon.  Then  question  the  class  upon  the  work 
accomplished,  developing  the  outline  on  the  board  as  the 
answers  are  given,  and  supply  information  where  lacking. 
She  not  only  inspired  the  founding  of  other  women's 
colleges,  such  as  Smith,  Vassar,  and  Wellesley,  but  she 
inspired  many  of  her  graduates  to  found  schools  and 
colleges  upon  the  principles  underlying  Mt  Holyoke. 
Among  these  are :  Lake  Erie  Seminary  and  College  at 
Painesville,  Ohio;  Western  College  at  Oxford,  Ohio; 
Mills  Seminary  and  College  in  California;  the  Persian 
Seminary  in  Persia;  a  school  in  Bitlis,  Turkey,  for 
Kurdish  girls  ;  a  Huguenot  seminary  at  Wellington,  South 
Africa ;  and  a  girls'  school  at  San  Sebastian,  Spain.  Tell 
a  little  of  the  work  and  influence  of  these  schools,  thus 
showing  the  wide  influence  for  good  of  such  a  consecrated 
life  as  the  one  we  are  studying.  Note  next  a  most 
remarkable  characteristic  of  Mt.  Holyoke  Seminary,  and 
afterwards  also  of  the  college,  namely:  the  wonderful 
missionary  interest  and  spirit  which  was  aroused  and 
which  has  remained  to  this  da}-.  One-half  of  her  own 
pupils  became  foreign  missionaries ;  nearly  three  hundred 
missionaries  have  gone  out  from  the  seminary  and  college. 
Finally  note  the  starting  of  the  movement  for  the  training 
of  women  teachers.  About  75  per  cent,  of  the  graduates 
of  Mt.  Holyoke  have  been  teachers.  Mary  Lyon  herself 
was  a  teacher  by  nature,  and  she  seemed  to  have  the 
power  to  inspire  others  with  the  teaching  spirit.  Next 
discuss  the  marked  traits  in  her  character,  trying  to  draw 
from  the  class  by  questions  the  character  elements  noted 


Intermediate  Department  Course    299 

under  section  two  in  the  outline.  As  each  of  these  char- 
acteristics is  brought  out  in  answer  to  questions,  dwell 
upon  it  for  a  moment,  showing  its  importance  as  a  char- 
acter element,  and  its  bearing  upon  success  in  life.  That 
she  possessed  a  deeply  religious  nature  is  shown  by  her 
(i)  unwavering  trust  in  an  overruling  Providence,  (2) 
feeling  of  personal  responsibility  for  the  salvation  of  her 
pupils,  and  (3)  intense  interest  in  missions.  A  quotation 
from  Dr.  Dunning's  article  well  sums  up  her  life :  "  No 
fuller  or  more  fruitful  life  has  been  lived  by  any  woman 
in  this  century  than  that  of  Mary  Lyon."  In  closing, 
review  the  whole  outline,  emphasizing  the  work  accom- 
plished and  the  character-traits  which  rendered  such  a 
large  service  possible. 
Points  to  Emphasize. 

1.  A  life  of  consecrated  service  is  a  wonderfully  power- 
ful "  center  of  influence." 

2.  Our  chosen  work  demands  the  development  and  undi- 
vided service  of  all  our  powers. 

3.  Those  who  make  life  larger,  truer,  more  beautiful, 
are  God's  noblemen  and  noblewomen. 

Scholar's  Home  Work. 
Advance  work:     A  review  of  last  lesson  and  a  further 

study  of  suggested  material. 
Review   work:      Questions    for   written   answers   to   be 
returned  to  the  teacher: 

1.  What  was  the  immediate  result  of  Mary  Lyon's 
active  interest  in  the  higher  education  of  women? 

2.  In  what  way  did  the  work  of  Mary  Lyon  further 
contribute  to  the  higher  education  of  women? 

3.  What  were  some  of  the  more  direct  results  of  her 
work? 

4.  What  spirit  is  specially  characteristic  of  Mt.  Holy- 
oke? 


300  Bible-School  Curriculum 

5.  How  has  this  been  concretely  manifested? 

6.  What  contribution   did   Mary   Lyon   make  to   the 
training  of  teachers? 

7.  What  intellectual  capacity  did  she  possess  ? 

8.  What  other  qualities  did  she  possess  which  contrib- 
uted to  her  success? 

9.  In  what  ways  was  her  religious  nature  shown? 
ID.    What  estimate  do  you  place  upon  her  life? 

Constructive  work:     Write  the  second  chapter  for  the 
Life  of  Mary  Lyon  on  the  following  plan : 

MARY  MASON  LYON 
Chapter  IL     Her  Work  and  Character 
§  I.   The  direct  work  accomplished. 
§  2.    The  results  of  her  influence. 
§  3.    Marked  traits  of  her  character. 
§  4.   An  estimate  of  her  life. 

Illustrative  picture  for  the  chapter,  the  Mt.  Holyoke  Col- 
lege buildings  of  today. 

Quotations  from  her  pen  for  memorizing: 

"  If  anyone  thinks  he  has  no  responsibilities  it  is  be- 
cause he  has  not  sought  them  out." 
"  There  is  nothing  in  the  universe  that  I  fear  except 
that  I  may  not  know  all  my  duty  or  may  fail  to  do  it." 


§  12.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  D 

A.     REFERENCE    READING    FOR    THE    TEACHER 

Allen,  Life  and  Letters  of  Phillips  Brooks  ,(E.  P.  Button  &  Co., 

New  York). 
Agassiz,  Life  and  Correspondence  of  Louis  Agassis  (Houghton, 

Mifflin  &  Co.,  Boston). 
Blaikie,  The  Personal  Life  of  David  Livingstone  (F.  H.  Revell 

Co.,  Chicago). 


Intermediate  Department  Course    301 

Bryson,  The  Life  of  John  Kenneth  Mackenzie   (F.  H.  Revell 

Co.,  Chicago). 
Gordon,  Life  of  Frances  E.  Willard  (People's  Publishing  Co., 

Philadelphia). 
Hardy,  Life  and  Letters  of  Joseph  Hardy  Neesima  (Houghton, 

Mifflin  &  Co.,  Boston). 
Hitchcock,  Life  and  Labors  of  Mary  Lyon   (American  Tract 

Society,  New  York). 
Jacobs,  Martin  Luther  (G.  P.  Putnam's  Sons,  New  York). 
Lee,  Queen  Victoria:    a  Biography  (The  Macmillan  Co.,  New 

York). 
Lodge,  Life  of  George  Washington  (Houghton,  Mifflin  &  Co., 

Boston). 
Moody,    The  Life   of  Dwight   L.   Moody    (F.    H.    Revell    Co., 

Chicago). 
Nicolay,  Abraham  Lincoln:    a  Short  Life   (The  Century  Co., 

New  York). 
Oliphant,  Savonarola  (The  Macmillan  Co.,  New  York). 
Paton,  John  G.  Paton:    An  Autobiography  (F.  H.  Revell  Co., 

Chicago). 
Pollard,  Florence  Nightingale :    The  Wounded  Soldier's  Friend 

(Thomas  Whittaker,  New  York). 
Sabatier,  Life  of  St.  Francis  of  Assisi  (Charles  Scribner's  Sons, 

New  York). 
Smith,  Life  of  Henry  Drummond   (McClure,   Phillips  &   Co., 

New  York). 
Washington,  Up  from  Slavery   (Doubleday,  Page  &  Co.,  New 

York). 
Also  consult  any  good  biographical  dictionary. 

B.      READING    AND    REFERENCE    BOOKS    FOR    THE    PUPIL 

Brooks,  Abraham  Lincoln  (G.  P.  Putnam's  Sons,  New  York). 

Davis,  A  Maker  of  New  Japan:  the  Life  of  Joseph  Hardy 
Neesima   (F.  H.  Revell  Co.,   Chicago). 

Deane,  Wy cliff e  and  Luther  (F.  H.  Revell  Co.,  Chicago). 

Douglas,  The  Life  Story  of  Mary  Lyon  (Beard  &  Co.,  Minne- 
apolis). 


302  Bible-School  Curriculum 

Drummond,  Life  of  Dwight  L.  Moody   (McClure,  Phillips  & 

Co.,  New  York). 
Gould,  Louis  Agassiz  (Small,  Maynard  &  Co.,  Boston). 
Gracey,  Eminent  Missionary   Women   (Eaton  &  Mains,   New 

York). 
Hale,  Life  of  George  Washington  (G.  P.  Putnam's  Sons,  New 

York). 
Howe,  Life  of  Phillips  Brooks  (Small,  Maynard  &  Co.,  Boston). 
Montefiore,  David  Livingstone:    His  Labors  and  His  Legacy 

(F.  H.  Revell  Co.,  Chicago). 
Myers,  William  Carey:    the  Shoemaker  Who  Became  a  Mis- 
sionary (F.  H.  Revell  Co.,  Chicago). 
Simpson,  Henry  Drummond  ^Charles   Scribner's   Sons,   New 

York). 
Stoddart,  Francis  of  Assisi  (E.  P.  Button  &  Co.,  New  York). 
Washington,  Up  from  Slavery  (Doubleday,  Page  &  Co.,  New 

York). 
Witts,  Life  of  Frances  E.  Willard '  {Thomas  Whittaker,  New 

York). 


PART  IV 

THE   EARLY   MANHOOD   AND   WOMANHOOD 

PERIOD  AND  THE  SENIOR 

DEPARTMENT 


CHAPTER   IX 

SOME  CHARACTERISTICS  AND  NEEDS  OF  THE 
PERIOD 

The  period  from  sixteen  or  seventeen  to  about 
twenty-one  or  twenty-two,  although  not  marked 
by  such  distinct  and  sharp  changes  as  characterize 
the  preceding  years,  nevertheless  is  an  important 
section  of  the  larger  period  of  adolescence  and 
one  which  calls  for  specific  treatment  at  the  hands 
of  educators,  especially  from  those  who  are  en- 
gaged in  the  difficult  work  of  ethical  and  religious 
instruction. 

Physically,  growth  is  practically  attained  at 
nineteen  or  twenty  years  of  age,  and  then  the 
energy  is  expended  upon  the  development  of 
strength  and  agility.  At  this  time  the  body  should 
be  well  under  the  control  of  the  mind,  and  de- 
velopment of  the  muscular  system  should  be  rapid 
and  easy.  All  of  the  bodily  appetites  and  im- 
pulses are  stronger  than  in  the  preceding  period, 
but  if  the  individual  has  had  a  normal  experience 
the  development  of  the  reason  will  have  put  them 
under  better  control.  With  a  well-developed 
body,  expressing  in  all  of  its  activities  an  abound- 
ing physical  life,  guided  and  controlled  by  a  keen 
intellect  and  a  vigorous  will,  the  young  man,  hav- 
ing now  a  more  serious  view  of  life,  is  ready  for  a 

305 


3o6  Bible-School  Curriculum 

larger  life  of  service  than  he  has  heretofore  en- 
tered upon. 

Some  characteristics  of  the  period. —  Most  of 
the  characteristics  of  the  youth  or  early  adolescent 
period  continue  to  manifest  themselves  in  this 
later  period,  although  some  of  them  lose  their 
strength,  while  others  continue  their  development. 

Owing  to  the  rapid  and  strong  development 
of  the  reasoning  powers  there  results  a  strength- 
ening of  the  spirit  of  independence  and  a  lessening 
of  the  direct  influence  of  the  teacher  and  com- 
panions through  suggestion.  The  teacher  at  this 
time  must  depend  more  upon  guiding  the  young 
man  by  an  appeal  to  his  reason  than  by  an  appeal 
to  his  affections  or  by  an  authoritative  presenta- 
tion of  truth  which  is  to  be  accepted  without 
question. 

The  advance  from  selfishness  to  unselfishness 
is  steady  and  strong,  and  during  these  years  the 
altruistic  emotions  are  likely  to  become  dominant. 
Under  normal  conditions,  i.  e.,  a  normal  environ- 
ment and  right  instruction,  the  young  man  will 
realize  the  importance  of  identifying  himself  with 
the  larger  social  life  of  which  he  forms  a  part,  and 
will  expend  himself  freely  in  the  service  of  others. 

Naturally  the  imitative  tendency  is  very  much 
weakened.  The  individual  now  sets  up  his  own 
standard  of  life  and  conduct,  and  although  open 
to  advice  and  suggestion,  and  to  the  presentation 


Characteristics  and  Needs  307 

of  the  elements  of  an  ethically  perfect  life,  he  will 
only  accept  and  act  upon  such  presentations  as 
appeal  to  his  own  reason.  Individuality  is  now 
so  strongly  marked  that  the  teacher  must  treat 
each  case  separately ;  mass  teaching  or  class  teach- 
ing must  give  place  to  more  individual  teaching. 
Not  that  the  young  men  and  women  are  not  to  be 
taught  in  fairly  large  classes,  but  that  in  such 
classes  more  attention  must  be  paid  to  individual 
differences,  appeal  must  be  made  to  individual 
interests,  individual  difficulties  and  doubts  must 
be  met  and  overcome,  and  in  every  way  the  indi- 
viduality of  the  members  of  the  class  must  be 
recognized  and  methods  adopted  which  will  not 
antagonize  a  free  and  independent  expression  of 
self. 

The  activity,  both  physical  and  mental,  which 
was  one  of  the  most  marked  characteristics  of  the 
preceding  period  continues  in  this  and  becomes 
more  intense.  An  astonishingly  large  amount  of 
the  world's  work  has  been  done  by  adolescents. 

To  recount  what  has  been  done  by  young  men  before 
the  age  of  thirty  would  be  to  rewrite  a  large  part  of  the 
world's  history.  Alexander  and  Napoleon  among  soldiers, 
Hamilton  and  Fox  among  statesmen,  and  Bryant,  Shelley, 
and  Byron  among  poets,  are  only  the  most  familiar  ex- 
amples. Even  when  the  work  has  not  actually  been  done  at 
this  period,  the  inspiration  and  the  stimulus  came  then.^ 

^  BuRNHAM,  Pedagogical  Seminary,  Vol.  I,  p.  191. 


3o8  Bible-School  Curriculum 

One  lorm  of  this  mental  activity,  that  of  doubt, 
with  its  acompanying  emotional  agitation,  is  quite 
common,  and  few  escape  a  period  of  doubt  with 
reference  to  philosophy  and  religion,  more  espe- 
cially the  latter.  Professor  Burnham,  in  his  study 
of  doubt  as  an  adolescent  phenomenon,  says :  ^ 

In  the  majority  of  cases  the  beginning  of  the  doubt  con- 
cerned matters  of  religion.  In  a  few  cases  it  was  more 
strictly  intellectual.  In  one  case  it  was  very  short  and  vio- 
lent; in  more  it  was  prolonged,  in  some  covering  many 
years.  A  cause  frequently  assigned  was  narrow  religious 
training.  Many  deemed  such  an  experience  normal.  In 
some  cases,  however,  it  was  clearly  abnormal,  not  to  say 
distinctly  pathological.  It  is  noteworthy  that  in  half  the 
cases  there  was  considerable  emotional  excitement.  In  a 
few  cases  the  emotional  stress  was  extreme.  In  many  cases 
the  solvent  of  the  doubt  was  found  in  reason  leading  to  new 
hypotheses  or  proving  the  old.  Among  the  remedies  sug- 
gested by  different  writers  were  more  rational  religious 
education,  action,  growth,  absorption  in  secular  pursuits,  the 
reading  of  Christian  apologists  and  biographies  of  men  who 
had  passed  through  a  period  of  storm  and  stress,  an  active 
interest  in  the  moral  improvement  of  others,  historical  in- 
struction. Among  the  results  of  this  doubt-experience  men- 
tioned by  different  writers  are  a  better  understanding  of 
literature,  an  increased  insight  into  the  character  of  men, 
greater  love  for  humanity,  more  toleration,  greater  desire 
for  further  knowledge,  "a  stimulus  to  tolerant  intellectual 
development,"  a  more  vital  faith,  a  readiness  to  leave  "  many 
questions  still  open  and  unsettled." 

Such  doubts  are  due  to  the  increasing  dominance 

""Ibid.,  p.  183. 


Characteristics  and  Needs  309 

of  the  reasoning  powers,  along  with  the  develop- 
ment of  a  genuine  interest  in  philosophic  studies. 
Again  quoting  Professor  Burnham  in  this  con- 
nection, he  says : ^ 

It  is  tolerably  clear  that  the  incentive  to  philosophic 
thought  generally  comes  at  adolescence.  Not  a  few  phi- 
losophers have  written  some  of  their  best  work  during  this 
period.  At  twenty-two  Leibnitz  had  written  several  works, 
among  them  two  philosophical  essays.  Berkeley  published 
his  Essay  on  the  Theory  of  Vision  when  he  was  twenty-five, 
and  The  Principles  of  Human  Knowledge  the  next  year. 

He  gives  other  examples  concerning  the  philo- 
sophic writings  of  Hume,  Fichte,  Schelling, 
Schopenhauer,  Herbart,  Beneke,  Lotze,  Hart- 
mann,  and  Jonathan  Edwards,  all  tending  to  show 
the  great  interest  in  philosophic  thought  at  this 
period,  from  eighteen  on  to  twenty-five  or  thirty. 
The  importance  of  recognizing  this  philosophic 
interest  and  the  state  of  doubt  which  accompanies 
it,  or  perhaps  results  from  it,  at  least  in  part,  needs 
only  to  be  mentioned  to  be  appreciated.  This  is 
especially  true  in  the  matter  of  religious  educa- 
tion, for  unless  the  religious  doubts  which  come 
up  during  this  period  can  be  met  and  settled,  there 
is  great  danger  that  the  young  men  will  give  up 
their  convictions  and  beliefs  of  the  past,  and,  with 
nothing  to  take  their  place,  will  drift  into  agnosti- 
cism or  infidelity.    This  should  be  a  time  of  recon- 

'  Ibid.,  Vol.  I,  pp.  191,   192. 


3IO  Bible-School  Curriculum 

struction,  when  ''  the  world  and  life  and  eternity 
must  all  be  clothed  in  new  ethical,  aesthetic,  and 
intellectual  forms."  As  Professor  Coe  says,  what 
the  adolescent  at  this  time  "  most  wants,  after  all, 
is  room  "  ^  —  room  to  turn  round  mentally,  to  see 
things  from  all  view-points;  room  for  the  many 
new  thoughts  which  come  crowding  in  at  this 
time ;  room  for  the  play  of  new  feelings  and  de- 
sires; room,  in  a  word,  for  that  intellectual  and 
emotional  expansion  w4iich  should  characterize 
this  latter  part  of  the  adolescent  period.  Such  a 
period  of  doubt,  intellectual  activity,  and  psychi- 
cal reconstruction  is  of  great  value,  for  the 

youth's  mental  aspirations  are  the  very  sap  of  the  tree  of 
knowledge.  It  is  of  the  utmost  value  to  the  whole  cause  of 
truth  that  the  mind,  before  attaining  the  relative  fixity  of 
maturity,  should  for  a  time  assume  an  utterly  free  and  ques- 
tioning attitude  toward  everything.  Without  this,  religious 
thought  would  speedily  petrify.^ 

Professor  Coe's  answer  to  the  question.  What, 
then,  can  be  done  for  the  doubting  youth?  is 
worth  quoting  in  full.    He  says  :  ^ 

We  can  correct  the  plain  misapprehensions  under  which 
he  is  laboring  as  to  what  Christians  actually  believe ;  we  can 
replace  foolish  questions  with  wiser  ones ;  we  can  guide  his 
reading  in  the  treasuries  of  the  world's  thought;  we  can 
frankly  admit  our  inability  to  answer  all  his  questions,  and 

*The  Spiritual  Life,  p.  63. 
'  Coe,  ibid.,  pp.  63,  64. 
^  Ibid.,  pp.  64,  65. 


Characteristics  and  Needs  311 

we  can  tell  him  that  we  ourselves  have  passed  through  simi- 
lar difficulties.  And  we  can  add  to  this  intellectual  food 
something  not  less  needful;  for  the  trouble  of  his  mind  is 
not  merely  that  he  does  not  know  this  or  that,  but  rather 
that  he  fancies  that  his  uncertainty  involves  some  disloyalty, 
or  other  fault  of  heart  or  of  will.  He  must  therefore  learn, 
in  a  practical  way,  that  knowing  Christian  doctrine  is  not 
the  same  as  being  grounded  in  the  Christian  life.  He  should 
by  all  means  be  induced  to  be  active  in  those  forms  of  reli- 
gious living  that  still  appeal  to  him  at  all.  There  is,  in  fact, 
a  fallacy  in  his  reasoning.  He  fancies  that  the  practical 
religious  life  stands  or  falls  according  as  we  accept  or 
reject  certain  explanations  of  and  reasons  for  it.  But,  as 
before  remarked,  just  the  reverse  of  this  is  true;  the  life 
comes  first  because  it  answers  to  our  inarticulate  needs,  and 
the  fact  that  it  does  so  answer  is  sufficient  practical  justifica- 
tion for  its  continuance.  Hence,  religious  activity  and  reli- 
gious comforts  may  abide  at  the  same  time  that  the  intellect 
is  uncertain  of  how  all  this  fits  into  any  logical  structure. 
Thus  it  comes  to  pass  that  the  greatest  thing  we  can  do  for 
the  doubting  youth  is  to  induce  him  to  give  free  exercise  to 
the  religious  instinct.  Let  him  not  say  what  he  does  not 
actually  believe;  let  him  not  compromise  himself  in  any 
way;  but  it  is  always  certain  that  he  still  believes,  feels, 
and  aspires  enough  to  give  him  a  place  among  religious 
people. 

And  Dr.  Starbuck,  speaking  of  the  value  of 
doubt,  says :  ^ 

Doubt  is  a  process  of  mental  clarification;    it  is  a  step 
in  the  process  of  self-mastery;    it  is  an  indication  that  all 

the    latent    powers    are    beginning    to    be    realized 

Instead  of  trying  to  crush  doubt,  it  would  be  wiser  to  in- 

''  Psychology   of  Religion,  pp.   242,   243. 


312  Bible-School  Curriculum 

spire  earnestness  and  sincerity  of  purpose  in  the  use  of  it 
for  the  discovery  of  truth.  If  doubts  are  evil,  it  is  because 
there  is  a  wicked  nature  behind  them.  Doubt  is  a  means 
of  calling  up  and  utilizing  the  latent  possibilities  of  one's 
nature.  If  there  is  a  boundless  substratum  of  healthy  life 
on  which  to  draw,  and  if  there  is  a  high  degree  of  earnest- 
ness in  the  desire  to  know  truth  in  order  to  use  it,  doubts 
are  rather  to  be  met  and  mastered  than  to  be  shunned. 

There  should  be,  then,  in  the  Bible  school,  a 
department  for  young  men  and  women  where 
they  may  make  a  serious  study  of  the  Christian 
religion  in  its  several  aspects,  and  where  they  may 
freely  present  and  discuss  their  many  difficulties 
and  doubts,  that  as  a  result  of  such  study  and  dis- 
cussion they  may  lay  a  sure  and  reasonable  foun- 
dation for  the  faith  that  has  been  held  by  them 
during  the  early  years  of  their  lives.  President 
G.  Stanley  Hall,  in  a  very  suggestive  and  stimu- 
lating article  on  "  Some  Fundamental  Principles 
of  Sunday-School  and  Bible  Teaching,"  says  with 
reference  to  this  need :  ^ 

The  complete  and  ideal  Sunday  school  should  make 
provision  for  maturer  and  cultivated  young  men  and  women 
according  to  principles  not  yet  recognized.  The  Pauline 
writings  are  to  some  extent  suited  to  this,  but  certainly  not 
to  earlier  periods.  This  is  true  also  but  to  less  extent  for 
the  prophecies,  which  however  pedagogically  precede.  Here 
too  there  should  be  some  study  of  patristics,  and  the  burden 
of  church  history  belongs  here.  It  would  be  ideal  also  to 
have  a  little  comparative  study  here  of  the  great  ethnic 

^Pedagogical  Seminary,  Vol.  VIII,  p.  462. 


,  Characteristics  and  Needs  313 

religions  with  a  taste  of  the  philosophy  of  religion,  and 
almost  any  condensed  germinal  matter  in  ethics  and  psy- 
chology would  not  be  out  of  place.  A  dominant  aim  should 
be  to  expose  to  the  mind  the  results  of  the  highest  culture 
in  all  these  faiths,  but  in  a  way  to  warm  and  not  to  chill  the 
heart;  to  break  down  the  inveterate  feeling  that  there  can 
be  opposition  between  science  or  philosophy  and  religion. 
I  have  known  a  successful  study  of  the  higher  evolution 
represented  by  Drummond's  Ascent  of  Man,  and  of  what 
is  now  often  called  the  higher  pantheism.  In  this  new  and 
higher  story  for  which  I  plead  there  should  be  neither  field 
nor  faith  for  any  conventional  orthodoxies  of  creed.  The 
type  of  mind  once  associated  with  the  very  name  deacon,  so 
far  as  this  implies  a  perfervid  defender  of  things  as  they 
are  and  involves  an  atmosphere  of  repression  for  any  sincere 
doubt  or  outre  opinion,  should  be  carefully  excluded.  The 
atmosphere  here  should  invite  growth  and  expansion  in  all 
directions,  and  the  period  of  circumnutation  before  the 
young  mind  selects  and  clasps  its  support  should  be  pro- 
longed. This  should  be  essentially  the  stage  of  inquiry, 
where  ingenuous  youth  brings  its  inmost  burning  questions 
and  ideals. 

The  interests  of  the  period. —  The  interests  of 
the  period  are  varied  and  strong.  The  scope  of 
these  interests  includes  the  physical,  intellectual, 
and  moral  fields.  President  Hall  says :  ''  If  there 
is  no  enthusiasm^  deep  and  strong  interests  in 
intellectual  and  moral  fields,  passion  is  stronger. 
The  two  are  physiological  or  kinetic  equivalents." 
The  healthy,  normal  young  man  must  do  some- 
thing. 


314  Bible-School  Curriculum 

Athletic,  scientific,  literary,  or  artistic  interests,  or 
plenty  of  hard  work,  is  a  necessity  to  keep  the  physical  and 
mental  life  pure,  healthy  and  growing The  enthusi- 
asms of  college  life  develop  the  college  student  and  make 
him  superior  to  one  who  has  had  no  enthusiastic  interests 

during  his  adolescence The  aim  of  education  at  this 

time  should  be,  therefore,  to  make  the  most  of  these  inter- 
ests which  are  harmless  in  themselves  and  not  likely  to 
become  permanent,  to  prepare  the  way  for  a  greater  interest 
in  the  higher  religious  and  moral  sphere  and  the  intellectual 
interests  which  are  to  become  permanent.* 

Toward  the  close  of  the  period, 
an  habitual  form  of  activity  along  some  line  which  is  the 
resultant  of  heredity,  environment,  and  individual  choice, 
becomes  dominant.  Some  one  of  the  multitudinous  inter- 
ests of  adolescence  persists  and  becomes  the  support  of 
future  action.^" 

The  mental  pozvers  during  the  period. —  All 
of  the  intellectual  powers  are  strong  and  compara- 
tively mature  by  the  middle  of  the  period.  This 
is  especially  true  of  the  creative  imagination  and 
the  reason.  The  young  man  now  takes  a  more 
serious  view  of  life,  and  seeks  to  understand  life's 
problems.  The  strongly  developing  reason  makes 
him  intellectually  restless,  and  he  is  constantly 
using  his  powers  to  satisfy  his  cravings  for  abso- 
lute knowledge  of  things.  The  strength  of  the 
creative  imagination  makes  this  a  time  for  plan- 
ning for  the  future.     By  the  close  of  the  period, 

®  Lancaster,  ibid.,  Vol.  V,  pp.  126,  127. 

^**  Clouston,  quoted  by  Burnham,  ibid.,  Vol.  I,  p.  182. 


Characteristics  and  Needs  315 

about  twenty-one  or  twenty-two  years  of  a§e, 
most  thoughtful  young  men  have  pretty  definitely 
settled  what  their  future  career  is  to  be.  Memory 
is  also  active  and  strong,  becoming  not  simply  a 
fact  or  a  verbal  memory,  but  a  memory  for  prin- 
ciples, classifications,  and  the  more  abstract  ele- 
ments of  thought. 

Some  conclusions  zvith  reference  to  a  course  of 
study  for  the  young  men  and  women  from  seven- 
teen to  tzventy-one  years  of  age. —  From  the  fore- 
going consideration  of  the  characteristics,  inter- 
ests, and  powers  of  the  early  manhood  and  woman- 
hood period,  this  seems  to  be  the  time  for  a  fairly 
thorough  and  systematic  study  of  the  Christian 
religion  in  its  several  aspects.  Such  a  study  would 
engage  the  comparatively  mature  intellectual 
powers  of  the  young  men  and  women,  would 
appeal  to  their  interest  in  philosophic  thought,  and 
would  help  to  lay  a  deep  and  permanent  founda- 
tion for  a  rational  Christian  faith.  It  would  give 
scope  to  the  fullest  expression  of  difficulties  and 
doubts,  and  while  it  would  not  be  possible  to  over- 
come all  difficulties  and  remove  all  doubts,  still 
such  a  course  would  enable  a  teacher  to  satisfy,  to 
a  reasonable  extent,  the  intellectual  questionings 
which  are  sure  to  arise  in  the  minds  of  the 
thoughtful.  An  historical  study  of  the  Christian 
religion  from  apostolic  times  to  the  present  is  one 
of  the  best  means  for  settling  any  doubts  as  to  the 


3i6  Bible-School  Curriculum 

claims  of  Christianity  to  be  the  world-reHgion, 
and  of  awakening  or  strengthening  a  faith  in  such 
as  the  only  religion  which  will  completely  satisfy 
all  needs.  This,  followed  by  a  study  of  the 
authoritative  records  of  this  religion,  the  canoni- 
cal books  of  the  Bible,  and  of  its  fundamental 
truths  as  revealed  therein,  both  studied  and  inter- 
preted in  a  liberal  spirit,  with  the  one  desire  to 
know  the  truth,  and  with  a  willingness  to  let  all 
else  go,  would  remove  many  difficulties  of  the 
students,  broaden  their  mental  horizon,  enlarge 
their  sympathies,  and  conserve  their  interest  in  the 
things  most  vital  to  their  welfare.  And  lastly  it 
would  then  seem  profitable  to  make  an  outline 
study  of  the  great  religions  of  the  world,  compar- 
ing such  in  origin,  teaching,  and  results  with 
Christianity,  that,  by  contrast,  the  positive  beauty 
of  our  religion  may  be  seen  with  greater  clearness, 
and  that  its  vitalizing,  transforming  power  may 
be  more  impressively  set  forth. 

An  outline  of  a  suggested  course  of  study  for 
the  four  years  spent  in  the  Senior  Department  of 
the  Bible  school  is  given  in  the  next  chapter.  In 
Grade  A  the  history  of  the  Christian  religion 
from  the  time  of  the  apostles  to  the  present  is 
studied.  In  Grade  B  some  of  the  more  general 
evidences  for  the  belief  in  Christianity  as  the  final 
religion  for  man  are  considered,  followed  by  an 
outline  study  of  the  books  of  the  Old  and  New 


Characteristics  and  Needs  317 

Testaments.  In  Grade  C  the  fundamental  reli- 
gious truths  relating  to  God,  to  man,  and  to 
society  form  the  subject  of  study.  In  Grade  D 
the  more  important  of  the  world's  religions  are 
studied  and  compared  with  the  Christian  religion. 
The  young  men  and  women,  pursuing  such  a 
course  of  study  for  four  years  under  competent 
teachers,  ought  to  have  many  of  their  difficulties 
and  doubts  removed,  their  convictions  deepened, 
their  character  strengthened,  and  their  love  for 
and  allegiance  to  the  religion  of  Jesus  the  Christ 
placed  beyond  the  possibility  of  change. 


CHAPTER  X 

A  COURSE  OF  STUDY  FOR  THE  SENIOR 
DEPARTMENT 

GENERAL  SUBJECT:     THE  CHRISTIAN  RELIGION   IN   ITS   SEVERAL 
ASPECTS — REVEALING  ITS  DIVINE  AUTHORITY 

§  I.  OUTLINE  OF  THE  COURSE  FOR  GRADE  A 

GRADE     SUBJECT  :        THE      CHRISTIAN      RELIGION  :       ITS      HISTORIC 
DEVELOPMENT 

Part  I — Christianity  in  the  apostolic  period. 

A.     Beginnings  of  Christianity  in  Jerusalem 

1.  The  foundations  of  Christianity. 

2.  The  beginnings  of  Christianity. 

3.  Primitive  church  life. 

4.  Early  struggles  against  persecution. 

5.  Stephen  the  first  martyr. 

6.  Review. 

B.     Early  expansion  of  Christianity 

7.  The  work  of  Philip. 

8.  The  conversion  of  Cornelius. 

9.  The  conversion  of  Saul. 

ID.  Christianity  in  Syrian  Antioch. 

11.  The  spread  of  Christianity  in  Asia  Minor. 

12.  The  Council  at  Jerusalem. 

13.  Review. 

C.     Further    expansion    of    Christianity    during    the    apostolic 
period 

14.  The  entrance  of  Christianity  into  Europe. 

15.  The  growth  of  Christianity  in  Europe. 

16.  The  closing  years  of  Paul. 

318 


Senior  Department  Course  319 

17.  Christianity  to  the  close  of  the  apostolic  period. 

18.  The  Christian  life  and  beliefs  of  the  period. 

19.  Review. 

Part  2 — Christianity  from  the  apostolic  period  to  the  reforma- 
tion. 

20.  The  Heroic  Age  of  Christianity. 

21.  Christianity's  triumph  in  the  Roman  empire. 

22.  Christianity   among  the   Germanic   nations. 

23.  The  growth  of  the  papacy. 

24.  The  full  power  of  the  papacy. 

25.  The  beginnings  of  reform. 

26.  Reviezu. 

part  3  —  Christianity  from  the  reformation  to  the  present. 

27.  The  early  reformers. 

28.  Luther  and  the  Reformation  in  Germany. 

29.  Zwingli  and  the  Swiss  Reformation. 

30.  The  Reformation  in  the  north  and  east. 

31.  Calvin  and  the  Reformation  in  Geneva. 

32.  The  Reformation  in  France. 

33.  Review. 

34.  The  Reformation  in  England  and  Scotland. 

35.  The  Reformation   in  Italy  and   Spain. 

36.  Christianity  in  the  early  American  settlements. 
2,7.  Church  organization  during  the  period. 

38.  Doctrinal  changes  during  the  period. 

39.  Review. 

40.  Christian  missions  in  India. 

41.  Christian  missions  in  China. 

42.  Christian  missions  in  Japan. 

43.  Christian  missions  in  Africa. 

44.  Christian  missions  in  Western  Asia. 

45.  Christian  missions  in  papal  lands. 

46.  Christian  missions  in  the  Isles  of  the  Sea. 


320  Bible-School  Curriculum 

47.  Revieiv.  • 

48.  Denominational  church  history, 
o)  History. 

49.  b)  Government. 

50.  c)  Essential  beliefs. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


§  2.    SUGGESTIVE  LESSON  PLANS  FOR  GRADE  A 

Lessons  2  to  5 

Lesson  2 

the  beginnings  of  christianity 

Lesson  Material. 
Acts  2 :  1-42 ;   3  :  1-26. 

Teacher's  Study  Material. 
I  Cor.  14 : 1-40 ;  Acts  10 :  46 ;  19 :  6 ;  Purves,  The 
Apostolic  Age,  pp.  26-34,  43-46;  Schaff,  History  of  the 
Christian  Church,  Vol.  I,  pp.  227-41 ;  Farrar,  Life  of  St. 
Paul,  chap,  v;  McGiffert,  The  Apostolic  Age,  pp.  36-64; 
Trumbull,  Studies  in  Oriental  Social  Life,  pp.  295-318; 
Hastings,  Bible  Dictionary,  art.  "Pentecost;"  a  good 
critical  commentary. 

Organisation  of  Material. 
I.    Christ's  promise  fulfilled. 

a)  The  waiting  disciples. 

b)  The  Spirit's  manifestation. 

c)  Effect  upon  the  disciples. 

d)  Effect  upon  the  people. 


Senior  Department  Course  321 

2.  The  first  sermon. 

a)  The  occasion. 

b)  The  theme  —  Jesus  the  Messiah. 

c)  The  effect  upon  the  hearers. 

3.  The  first  miracle. 

a)  The  miracle  itself. 

b)  The  effect  upon  the  people. 

c)  An  occasion  for  again  preaching  Christ  Jesus. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Call 
to  mind  the  events  immediately  succeeding  the  ascension : 
(i)  the  return  to  Jerusalem  —  why?  (2)  the  meetings 
for  prayer  and  conference,  and  (3)  the  choosing  of  a 
new  apostle.  In  this  connection  have  the  class  read 
Luke  24:48,  49.  What  was  the  meaning  of  Pentecost, 
and  what  were  the  observances  of  the  day?  Question  as 
to  the  Spirit's  manifestations.  How  explain?  What 
was  the  effect  upon  the  disciples?  Refer  the  class  to 
other  occasions  when  the  gift  of  tongues  is  mentioned. 
(See  I  Cor.,  chap.  14,  and  Acts  10:  46;  19:  6.)  Note  the 
similarities  and  differences  in  these  accounts.  Question 
as  to  the  different  effects  upon  the  hearers.  Note  how 
Peter  grasps  the  opportunity  to  explain  the  seeming 
mystery,  and  to  preach  Jesus  Christ.  The  conditions  are 
favorable,  the  people  being  intensely  interested  in  the 
wonderful  event  which  they  seek  to  explain.  Peter  inter- 
prets the  event  in  the  light  of  prophecy  and  then  in  the 
light  of  recent  events.  Trace  carefully  the  development 
of  his  theme,  drawing  as  much  as  possible  from  the  class 
by  questions..  Note  in  this  connection,  (i)  God's  ap- 
proval of  the  work  of  Jesus  shown  In  the  signs  and  won- 
ders which  they  had  seen,  (2)  their  guilt  in  his  death, 
(3)  Jesus'  resurrection  through  the  power  of  God  (this 


322  Bible-School  Curriculum 

was  a  fulfilment  of  prophecy),  (4)  their  witness  to  the 
fact  of  the  resurrection,  and  (5)  Jesus'  exaltation  and  the 
resulting  gift  of  the  Holy  Spirit.  Lead  up  to  the  thought 
that  this  Jesus  whom  they  crucified  is  both  Lord  and 
Christ.  Explain  meaning  of  the  word  Christ.  Question 
as  to  the  effect  of  the  sermon.  Note  how  Peter  answers 
the  appeal  of  the  hearers;  he  demands  (i)  repentance, 
and  (2)  the  acknowledgment  of  Jesus  Christ  through 
baptism.  He  also  promises  to  them  the  gift  of  the  Holy 
Spirit,  for  this  power  of  the  Spirit  for  service  was  for  all 
believers,  although  the  manifestation  was  different  in 
different  individuals.  Connect  the  effects  of  Peter's  ser- 
mon with  the  promise  of  power  for  service  given  to  the 
disciples.  Read  John  14 :  12  and  Luke  24 :  49,  and  com- 
pare with  Acts  2 :  33.  Question  concerning  the  miracle, 
noting  the  place  where  it  was  performed,  the  condition 
of  the  lame  man  {cf.  Acts  4:  22),  the  manner  of  perform- 
ing the  miracle,  and  the  effect  upon  the  man  and  the 
people.  Again  Peter  turns  the  thoughts  of  the  people 
away  from  himself  to  Jesus  Christ,  the  source  of  the 
wonderful  power  manifested,  speaking  to  the  people 
concerning  (i)  their  guilt  in  his  death,  (2)  his  resur- 
rection of  which  the  disciples  are  witnesses,  and  (3)  the 
wonderful  results  which  come  through  faith  in  his  name. 
Then  he  again  preaches  repentance,  promising  forgive- 
ness as  the  result  of  believing  in  this  new  "  prophet " 
foretold  by  Moses  and  the  prophets  of  old  and  warning 
all  that  destruction  will  be  the  part  of  those  who  refuse 
to  hear  this  prophet.  Note  the  skilful  ending  of  the 
address  —  the  promise  of  blessing  through  this  Jesus. 
Review  the  whole  lesson,  uniting  the  various  sections 
into  a  connected  story  of  the  beginnings  of  Christianity, 
showing  the  Spirit  as  its  life  and  motive  power,  the  dis- 
ciples as  its  heralds,  and  the  miracles  as  its  divine 
attestation. 


Senior  Department  Course         323 

Points  to  Emphasise. 

1.  The  trustful  waiting  of  the  disciples  for  the  promised 
power  for  their  work. 

2.  The  significance   of   the   gift   of   the   Holy    Spirit  — 
power  for  service. 

3.  The  wideness  of  God's  promise  of  the  Spirit  — "  for 
all." 

Student's  Home  Work. 
Lesson  study:     Study  carefully  the  lesson  material,  Acts 

2 :  1-42  and  3  :  1-26. 
Assigned  search  work:     (For  class  report.) 

1.  The  Feast  of  Pentecost  —  its  meaning  and  observ- 
ance. 

2.  Other  instances  of  the  "  manifestation  of  tongues." 

3.  The  meaning  of  baptism  as  administered  by  the 
apostles. 

4.  Brief   description   of   the    daily  temple   services. 

5.  What  is  a  miracle? 

6.  Why  may  we  believe  in  miracles? 
Review  questions  for  student's  self-test : 

1.  For  what  were  the  disciples  waiting  in  Jerusalem? 

2.  In  what  ways  was  the  Spirit  manifested? 

3.  How  explain  this  "  gift  of  tongues  "  ? 

4.  In  what  way  were  the  disciples  now  prepared  for 
their  missionary  activity? 

5.  What  is  the  central  thought  in  Peter's  sermon? 

6.  Of   what   was   the   outpouring   of   the    Spirit    an 
evidence? 

7.  What  was    the    effect    of    Peter's    sermon    on    his 
hearers  ? 

8.  What  did  he  urge  upon  his  hearers,  and  what  did 
he  promise  them? 

9.  What  special  significance  in  the  miracle  of  healing 
the  lame  man? 


324  Bible-School  Curriculum 

10.   In  Peter's  last  appeal,  what  added  reason  did  he 
give  for  believing  in  Jesus  as  the  Messiah? 

Topics  for  further  study: 

1.  The  manifestations  of  the  Spirit. 

2.  The  cosmopolitan  character  of  Jerusalem  and  its 
relation  to  the  spread  of  Christianity. 

3.  Divine  healing  in  New  Testament  times. 

4.  The  Abrahamic  covenant    (Acts  3:25). 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  A  five-minute  paper  upon 
the  first  topic  may  be  assigned  to  a  member  for  presentation 
to  the  class  upon  the  Sunday  following  that  of  the  lesson  study. 
The  blackboard  may  be  used  for  the  presentation  of  the  "  Out- 
line "  as  it  develops  in  class. 

Lesson  3 
primitive  church  life 
Lesson  Material. 
Acts  2 :  42-47 ;   4 :  2^-2>7 ;   5:1-11;   6 : 1-7. 

Teacher's  Study  Material. 

McGiffert,  The  Apostolic  Age,  pp.  64-81;  Fisher,  The 
Beginnings  of  Christianity,  pp.  546-57;  Purves,  The 
Apostolic  Age,  pp.  33-46 ;  Hurst,  A  Short  History  of  the 
Christian  Church,  pp.  20-23;  Hastings,  Bible  Dictionary, 
art.  "  Church ;  "  a  good  critical  commentary. 

Organization  of  Material. 

I.    Beginnings  of  community  life. 

a)  Meetings  for  prayer  and  instruction. 

h)  Special    observances  —  baptism    and    the    Lord's 

Supper. 
c)  Ministrations  to  needy  members. 


Senior  Department  Course         325 

2.  Distinctive  characteristics. 

a)  Oneness  of  belief. 

b)  A  common  treasury. 

c)  Missionary  activity. 

3.  Administration. 

a)  Apostolic  direction  of  the  work. 

b)  Management  of  the  funds. 

c)  Work  of  instruction. 

d)  Work  of  discipline. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "  Organization  of  Material."  Review 
the  preceding  lesson  as  a  background  for  this  one. 
Recall  the  constant  meetings  for  prayer  by  the  disciples 
previous  to  Pentecost.  Show  how  this  custom  naturally 
continued  as  the  disciples  were  bound  together  even  more 
closely.  As  the  circle  widens  they  meet  in  many  small 
companies  for  prayer  and  for  further  instruction  from 
the  apostles  and  others  competent  to  teach  the  new  con- 
verts the  way  of  life  as  taught  by  Jesus.  At  these 
meetings  the  "  breaking  of  bread  " —  undoubtedly  what 
afterwards  became  the  more  formal  Lord's  Supper  — 
was  observed.  Question  as  to  the  conditions  of  member- 
ship in  the  early  church,  and  emphasize  the  simple  re- 
quirements, namely:  (i)  repentance  and  (2)  baptism  in 
the  name  of  Jesus  Christ  (Acts  2:38).  A  further  ex- 
pression of  this  community  life  was  the  care  bestowed 
upon  needy  members  of  the  primitive  church  organiza- 
tion. Bring  out  clearly  the  relation  of  the  early  Christians 
to  Judaism ;  they  continued  their  attendance  upon  the 
synagogue  services  and  fulfilled  all  the  requirements  of 
the  Jewish  ceremonial  law.  It  was  at  first  a  new  life 
within   Judaism.     The   Christians   were   still   Jews,   but 


326  Bible-School  Curriculum 

Jews  who  had  found  the  Messiah,  and  who  were  bound 
together  by  this  belief.  Question  as  to  other  distinctive 
features.  Show  that  the  community  of  possessions  was 
a  spontaneous  expression  of  unity  and  not  obligatory,  as 
is  shown  by  Peter's  words  to  Ananias  (Acts  5:4). 
Question  as  to  the  danger  in  such  a  plan  as  evidenced  in 
the  story  of  Ananias  and  Sapphira.  Why  did  Ananias 
and  Sapphira  bring  part  of  their  possessions,  when  such 
an  action  was  not  compulsory?  Note  the  apparently 
harsh  measures  taken  by  the  leaders,  and  explain  why 
such  severe  measures  were  necessary  at  this  time.  Ques- 
tion as  to  the  extent  and  duration  of  this  plan.  In  this 
connection  compare  Acts  12 :  12,  which  shows  that  Mary 
the  mother  of  Mark  owned  her  house.  Note  the  earnest 
missionary  spirit  of  all.  The  apostles  took  every  oppor- 
tunity to  preach  Christ  and  did  so  with  great  power. 
The  other  disciples  were  free  to  give  much  of  their  time 
to  this  work,  and  all  seem  to  have  been  engaged  in  it. 
The  result  of  this  was  constant  additions  to  their  num- 
ber. Point  out  the  causes  for  this  rapid  growth:  (i) 
deep  conviction  of  the  truth  of  what  they  taught,  (2) 
personal  testimony  of  what  they  knew,  (3)  divine  mani- 
festations supporting  their  teachings,  and  (4)  earnest,  un- 
selfish activity  for  others,  shown  in  ministering  to  their 
needs,  physical  as  well  as  spiritual.  With  the  increase  in 
numbers  there  is  a  corresponding  increase  in  the  work, 
and  there  comes  a  demand  for  a  division  of  functions. 
Note  four  lines  of  activity  and  responsibility:  (i)  general 
direction  of  the  work.  Recall  different  incidents  which 
show  who  had  this  general  direction  and  care.  Read 
Acts  2:14;  3:6;  4:8;  4:1-3;  5-3,  4-  That  the 
apostles  were  recognized  as  the  official  administrative 
heads  is  seen  in  the  record  of  the  complaint  of  the  Gre- 
cian Jews,  where  it  is  the  Twelve  who  call  the  multitude 


Senior  Department  Course  327 

together  and  suggest  the  division  of  functions  there  men- 
tioned (Acts  6:2);  (2)  care  of  the  funds.  Compare 
Acts  4 :  35.  This  seems  to  indicate  that  the  apostles  were 
the  responsible  distributors;  (3)  ministry  of  instruction. 
The  apostles  were  especially  called  to  this  work  of  teach- 
ing, they  being  witnesses  to  the  life  and  resurrection  of 
Jesus ;  (4)  discipline  of  members.  Note  the  case  of 
Ananias  and  Sapphira  in  Acts  5 :  i-io.  In  closing  review 
the  entire  lesson,  uniting  the  sections,  and  seek  to  leave 
a  clear  picture  of  primitive  church  life,  emphasizing  the 
simplicity  of  the  various  services,  of  the  conditions  of 
membership,  and  of  the  administration. 

Points  to  Emphasize. 

1.  The  clear  consciousness  of  the  power  and  presence  of 
God  in  his  church  at  this  time. 

2.  The  unity  of  belief  and  action  of  the  disciples. 

3.  The  union   of  human   effort   and  divine  guidance  in 
organizing  the  church. 

4.  The  missionary    activity    of   the    church    at    its    very 
beginning. 

Student's  Home  Work. 
Lesson  Study :    Study  carefully  the  lesson  material,  Acts 

2:42-47;   4:32-37;   5:1-11;   6:1-7. 
Assigned  search  work:     (For  class  report.) 

1.  Of    what    value    were    the    early    "wonders    and 
signs  "  done  by  the  apostles  ? 

2.  What  dangers   in  having  "  all  things  common "  ? 

3.  Other  Bible  instances  of  divine  retribution. 

4.  Reasons  for  the  rapid  growth  of  the  church. 

5.  Why    did   the    early    Christians    still    continue    as 
members  of  the  Jewish  church? 


328  Bible-School  Curriculum 

Review  questions  for  student's  self-test: 

1.  In  what  way  did  church  life  begin? 

2.  What  were  the  conditions  of  membership  in  the 
early  church? 

3.  What  was  probably  the  subject-matter  of  instruc- 
tion in  the  early  meetings  of  the  church? 

4.  In  what  were  the  Jews  and  the  Christians  alike 
and  unlike? 

5.  What  were  some  of  the  distinctive  features  ©f  the 
early  church? 

6.  In  what  were  Ananias  and  Sapphira  guilty? 

7.  Why  were  such  stern  disciplinary  measures  used? 

8.  What  was  the  special  work  of  the  apostles? 

9.  What  was  the  work  of  the  deacons? 

10.   What  are  some  of  the  chief  reasons  for  the  rapid 
growth  of  the  church? 
Topics  for  further  study: 

1.  The  relation  of  Christianity  to  Judaism. 

2.  The  Lord's  Supper  in  the  early  church. 

3.  Community  life  in  the  early  church. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  A  five-minute  paper  upon 
the  first  topic  may  be  assigned  to  a  member  for  presentation 
to  the  class  upon  the  Sunday  following  that  of  the  lesson  study. 
The  blackboard  may  be  used  for  the  presentation  of  the  "  Out- 
line "  as  it  develops  in  class. 

Lesson  4 
early  struggles  against  persecution 
Lesson  Material. 

Acts  4 : 1-31 ;   5 :  12-42. 
Teacher's  Study  Material. 
Purves,  The  Apostolic  Age,  pp.  47-So;    McGiffert,  The 
Apostolic  Age,  pp.  81-84;   "Expositor's  Bible,"  The  Acts 


Senior  Department  Course         329 

of  the  Apostles,  pp.  173-92,  229-45;  Taylor,  Peter  the 
Apostle,  chap,  xiv;  Hastings,  Bible  Dictionary,  art. 
"  Sanhedrin ;  "  a  good  critical  commentary. 

Organization  of  Material. 

1.  The  first  arrest  of  the  apostles. 

a)  The  imprisonment. 

h)  The  examination  before  the  council. 

c)  The  private  conference  of  the  council. 

d)  The  release  of  the  prisoners. 

e)  The  apostles'  report  to  the  disciples. 

2.  The  second  arrest  of  the  apostles. 

o)  The  imprisonment  and  miraculous  release. 

b)  The  defense  before  the  council. 

c)  Gamaliel's  warning  words  to  the  council, 

d)  The  punishment  and  final  release  of  the  prisoners. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "Organization  of  Material."  Before 
taking  up  the  immediate  events  of  the  lesson  bring  out  by 
questions  the  following  significant  facts:  (i)  the  great 
interest  awakened  by  the  events  of  the  day  of  Pentecost, 
and  by  the  healing  of  the  lame  man;  (2)  the  enthusiasm 
and  activity  of  the  believers;  (3)  the  public  preaching 
and  teaching  of  the  apostles ;  (4)  the  central  thought  in 
the  teaching  —  Jesus,  whom  they  crucified,  the  Savior  of 
Israel;  (5)  the  constant  increase  in  numbers  of  the  be- 
lievers. Show  how  naturally  opposition  would  arise 
from  the  priests  and  other  leaders  because  of  the  growing 
influence  of  the  apostles  and  the  disbelief  of  the  Sad- 
ducees  in  the  resurrection.  As  it  was  not  lawful  to  have 
a  trial  before  the  Sanhedrin  in  the  evening,  the  apostles 
were  placed  in  ward  for  the  night.  When  brought  before 
the  council  for  what  are  they  examined?     Bring  out  the 


330  Bible-School  Curriculum 

main  elements  in  Peter's  defense,  showing  his  earnest 
witnessing  to  Jesus  as  (i)  the  Messiah,  (2)  the  fulfil- 
ment of  prophecy,  and  (3)  the  only  savior  of  men.  Ques- 
tion as  to  some  of  the  proofs  that  -Peter's  testimony  was 
true:  (i)  his  boldness,  indicating  some  great  change  in 
him,  (2)  his  power  as  a  witness,  although  unlearned  and 
ignorant,  and  (3)  the  presence  of  the  lame  man  who  was 
healed.  Note  the  clear  conviction  of  duty  shown  in  the 
response  by  the  apostles.  To  whom  do  they  go  after 
their  release?  In  that  interview  note  (i)  the  confidence 
of  the  disciples  in  God's  over-ruling  power,  (2)  their 
self-forgetfulness  in  trial,  and  (3)  their  earnest  desire 
for  boldness  in  proclaiming  the  gospel.  Note  the  growth 
in  numbers  of  the  believers  (Acts  5:14).  Question  on 
the  miracles  of  healing  and  the  influence  of  these  on  the 
public.  Connect  with  this  the  jealousy  of  the  Sadducees 
and  the  second  arrest  of  the  apostles.  Question  on  the 
events  following,  including  the  release  from  prison,  the 
meeting  of  the  council,  the  discovery  of  the  escape,  the 
report  to  the  council  and  the  consequent  perplexity. 
Note  how  the  alarm  is  increased  by  the  news  that  the 
apostles  are  teaching  in  the  temple.  The  second  arrest 
then  follows.  At  the  time  of  the  first  arrest  they  are 
simply  questioned;  in  this  they  are  accused.  Bring  out 
by  questions  the  points  in  the  accusation:  (i)  dis- 
obedience to  the  Sanhedrin,  and  (2)  sedition.  In  what 
sense  was  this  last  true?  What  is  the  meaning  of  "to 
bring  this  man's  blood  upon  us"  ?  In  view  of  this 
double  charge  note  (i)  the  boldness  of  the  apostles' 
answer,  "  We  ought  to  obey  God  rather  than  men,"  which 
implies  a  refusal  to  obey  them;  (2)  the  reference  to  the 
resurrection,  to  which  some  of  the  council  were  opposed ; 
(3)  the  open  accusation  concerning  the  Jews'  guilt  in 
the  death  of  Jesus ;    (4)  the  exaltation  of  Jesus  to  whom 


Senior  Department  Course         331 

they  were  all  bitterly  opposed;  and  (5)  the  apostles' 
belief  in  the  testimony  of  the  Holy  Spirit  to  their  teach- 
ing. The  force  and  intensity  of  the  words  are  evidenced 
by  their  effect  upon  the  council.  Question  as  to  Gama- 
liel's part  in  the  trial.  His  argument  a  plea  for  non- 
interference with  the  disciples.  What  force  was  there  to 
this  argument?  Was  it  wise?  What  was  the  effect  of 
the  argument  on  the  council?  Note  the  injustice  of  the 
punishment  and  the  foolishness  of  the  charge  preceding 
the  release.  Emphasize  the  effect  of  the  trial  upon  the 
disciples.  How  did  they  regard  their  sufferings?  Note 
their  special  blessings:  (i)  the  divine  power  and  pro- 
tection in  their  work,  (2)  large  results  from  their  labors, 
and  (3)  joy  in  the  consciousness  of  duty  performed  in 
the  face  of  difficulties  and  suffering.  Make  plain  the 
possibility  of  such  joy  when  one  has  this  consciousness. 
In  closing,  review  the  entire  lesson,  uniting  the  sections, 
and  impressing  the  thought  that  righteousness  is  to  pre- 
vail in  this  world  in  spite  of  persecution  and  suffering. 

Points  to  Emphasize. 

1.  The  self-forgetfulness  and  boldness  of  the  apostles  in 
their  work. 

2.  The  joy  of  service,  even  though  it  brings  suffering. 

3.  The  clear   conviction   of   one's    duty  —  to   obey   God 
rather  than  men. 

Student's  Home  Work. 
Lesson  study:     Study  carefully  the  lesson  material.  Acts 

4:1-31;    5:12-42. 
Assigned  search  work:     (For  class  report.) 

1.  Why  did  the  Sadducees  especially  oppose  the  work 
of  the  apostles  ? 

2.  In  what  respects  was  the  first  recorded  miracle  of 
the  apostles  a  notable  one? 


332  Bible-School  Curriculum 

3.  How  interpret  the  release  by  the  "angel  of  the 
Lord"  ? 

4.  With  what  were  the  apostles  charged  before  the 
council,  and  upon  what  grounds? 

5.  Upon  what  did  Gamaliel  base  his  warning  words? 

Review  questions  for  student's  self-test: 

1.  What  was  the  cause  of  the  arrest  of  the  apostles? 

2.  What  caused  the  alarm  of  the  priests  and   Sad- 
ducees  ? 

3.  In  regard  to  what  were  the  apostles  examined? 

4.  Why  were  they  finally  released? 

5.  What  was  the  cause  of  the  second  arrest  of  the 
apostles  ? 

6.  What  indications  at  this  time  of  increased  opposi- 
tion to  the  disciples? 

7.  Of  what  were  the  apostles  accused  and  upon  what 
grounds  ? 

8.  In  the  apostles'  defense  what  facts  in  Christ's  life 
did  they  emphasize? 

9.  In  what  ways  did  the  Holy  Spirit  witness  to  the 
apostles'  teaching? 

ID.   What  was  the  final  action  of  the  council,  and  why 
was  such  action  taken? 

Topics  for  further  study : 

1.  The  characteristic  beliefs  of  the  Pharisees  and  the 
Sadducees. 

2.  The  membership  and  functions  of  the  Sanhedrin. 

3.  The  policy  advocated  by  Gamaliel  and  the  wisdom 
of  it. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  A  five-minute  paper  upon 
the  first  topic  may  be  assigned  to  a  member  for  presentation 


Senior  Department  Course         333 

to  the  class  upon  the  Sunday  following  that  of  the  lesson  study. 
The  blackboard  may  be  used  for  the  presentation  of  the  "  Out- 
line "  as  it  develops  in  class. 


Lesson  5 

stephen  the  first  martyr 

Lesson  Material. 

Acts  6:8-15;    7: 1-60;   8:2. 

Teacher's  Study  Material. 
Purves,  The  Apostolic  Age,  pp.  51-55;  McGiffert,  The 
Apostolic  Age,  pp.  83-93;  Gilbert,  The  Student's  Life  of 
Paul,  pp.  21-24;  Conybeare  and  Howson,  Life  and 
Epistles  of  St.  Paul,  Vol.  I,  pp.  63-75 ;  "  Expositor's 
Bible"  series,  The  Acts  of  the  Apostles,  pp.  29S-305; 
Hastings,  Bible  Dictionary,  art.  "  Stephen ; "  a  good 
critical  commentary. 

Organization  of  Material. 

1.  Stephen  the  man  of  faith. 

a)  Teaches  the  people  with  wonderful  success. 

h)  Is  opposed  by  the  foreign  Jews. 

c)  Is  arrested  and  brought  before  the  council. 

2.  Stephen  before  the  council. 
a)  The  false  accusation. 

h)  The  theme  of  Stephen's  address:    "The  Progres- 
sive Witness  of  Israel's  God." 

c)   Historical  development  of  this  theme, 
(i)   God's  witness  to  Abram. 

(2)  God's  witness  to  his  people  in  Egypt. 

(3)  God's  witness  through  the  prophet  Moses  and 
the  "  living  oracles." 

(4)  God's  witness  through  the  tabernacle  and  the 
temple. 


334  Bible-School  Curriculum 

d)  Abrupt  break  in  the  argument  and  the  rebuke  of 

the  rulers. 

e)  His  vision  of  Jesus. 
3.    Stephen's  martyrdom. 

a)  The  stoning  of  Stephen, 

b)  His  prayer  of  forgiveness. 

Presentation  of  Material. 
Develop  by  questions  the  various  sections  as  outlined 
under  the  heading  "Organization  of  Material."  Seek 
first  to  gain  a  definite  idea  of  Stephen  as  a  man.  In  the 
statement  about  him  note  (i)  the  phrase  "full  of  grace 
and  power,"  (2)  his  ability  to  work  miracles,  and  (3) 
his  power  as  a  speaker.  The  first  signs  of  opposition 
come  in  the  disagreement  of  the  foreign  Jews  with  him, 
resulting  in  open  persecution  as  his  power  is  felt.  Ques- 
tion as  to  who  were  these  Jews,  why  they  opposed  him, 
and  by  what  means.  What  were  the  specific  charges 
made  before  the  council?  What  were  the  grounds  for 
the  charges?  Note  possible  grounds  for  such  charges  in 
the  teachings  of  Jesus  as  set  forth  by  Stephen,  In  this 
connection  cf.  John  4:21-24.  The  former  persecutions 
had  been  led  by  the  Sadducees,  but  the  preaching  of 
Stephen  roused  the  ritualistic  party,  the  Pharisees.  Why? 
Develop  by  questions  Stephen's  address  of  defense.  It  is 
not  a  direct  defense  of  himself,  but  only  indirectly  of  his 
position.  He  traces  the  witness  of  Jehovah  to  his  people, 
beginning  with  the  revelation  to  Abram,  In  the  subse- 
quent history  God's  revelation  and  promises  were  not 
connected  with  any  lands  or  buildings  or  permanent  place. 
Stephen  is  accused  of  blasphemy  against  Moses  and  the 
law.  On  the  contrary  he  recognizes  Moses  as  a  prophet, 
refers  to  the  law  as  "  living  oracles,"  recognizes  its 
divine  character,  and  its  obligations.  This  same  Moses 
had  pointed  to  the  coming  witness  of  a  later  prophet. 


Senior  Department  Course  335 

Stephen  had  been  charged  with  blasphemy  against  the 
temple.  In  answer  he  traces  Jewish  history  before  the 
time  of  the  temple,  showing  how  God  had  revealed  him- 
self to  Abram  in  one  place  (vs.  2),  to  Joseph  in  another 
(vss.  9,  10),  to  Moses  in  the  burning  bush  (vss.  30-33), 
to  Israel  in  the  church  in  the  wilderness  (vs.  38),  and 
finally  when  the  temple  was  built  God  declared  that  it 
could  not  confine  him  within  its  walls.  He  shows  that 
the  idea  of  a  spiritual  worship,  not  necessarily  connected 
with  the  temple,  is  not  a  new  idea,  but  one  distinctly 
taught  by  the  prophets  (vss.  48-50).  Seemingly  he 
would  have  further  shown  God's  witness  of  himself 
through  the  later  prophet  to  whom  Moses  pointed  — 
Jesus  the  Christ  —  if  it  had  not  been  for  some  interrup- 
tion indicated  by  the  sudden  break  at  the  close  of  vs.  50. 
Perhaps  their  displeasure  was  so  manifest  at  this  point 
that  he  abruptly  closes  with  a  rebuke  to  the  leaders.  Of 
what  did  he  accuse  the  members  of  the  council?  Note 
these  three  distinct  accusations:  (i)  resistance  to  the 
Holy  Spirit,  (2)  murder  of  the  Righteous  One  of  whom 
the  prophets  spake,  and  (3)  disobedience  to  the  divine 
law.  Thus  he  condemns  them  as  the  real  criminals  and 
offenders.  Note  the  effect  of  this  charge  upon  his 
hearers.  Question  as  to  the  vision  of  Stephen,  noting  the 
elements  in  it  which  would  arouse  the  anger  of  the 
council,  especially  the  phrase  "  the  Son  of  Man  standing 
on  the  right  hand  of  God."  Here  is  the  ground  for  their 
final  charge  of  blasphemy.  Question  as  to  the  legal 
and  illegal  points  in  the  trial  and  execution.  Contrast  in 
closing  the  violence  of  the  people,  who  in  spite  of  great 
privilege  were  in  spiritual  darkness,  and  the  spirit  of 
Stephen,  who,  like  the  Master,  prayed  for  his  enemies. 
In  closing  briefly  review  the  whole  outline,  seeking  to 
leave  a  clear  idea  of  the  event  and  its  bearing  upon  the 


336  Bible-School  Curriculum 

development  of  Christianity,  showing  the  struggle  of 
Christianity  against  the  opposition  of  those  in  high  places, 
and  the  consequent  growth  through  the  devotion  of  the 
disciples  who  willingly  laid  down  their  lives  for  the  sake 
of  the  gospel. 

Points  to  Emphasise. 

1.  The  power  of  a  faith-filled  life. 

2.  The  danger  of  resisting  divine  revelation. 

3.  Stephen's  exemplification  of  the  Christ  spirit. 

Student's  Home  Work. 
Lesson  study:    Study  carefully  the  lesson  material.  Acts 

6:8-15;   7'  1-60;   8:2. 
Assigned  search  work:     (For  class  report.) 

1.  What  was  the  source  of  the  opposition  to  Stephen? 

2.  What  were  the  charges  brought  against  Stephen, 
and  upon  what  grounds  were  they  brought? 

3.  What  were  the  legal  and  illegal  aspects  of  the  trial 
and  execution? 

4.  In  what  respects  was  Stephen  in  advance  of  his 
times  ? 

5.  What  does  this  lesson  show  is  to  be  the  fixed  atti- 
tude of  the  rulers  toward  Christianity? 

Review  questions  for  student's  self-test : 

1.  By  whom  was  Stephen  opposed  in  his  work? 

2.  What  were  the  charges   brought  against   him? 

3.  What  were  the  grounds  for  these  charges? 

4.  In  what  respects  was  the  teaching  of  Stephen  con- 
sidered dangerous  to  Judaism? 

5.  What  method  did  Stephen  pursue  in  meeting  the 
charges  ? 

6.  In    what    respects    did   the    historical    address    of 
Stephen  vindicate  his  teaching? 


Senior  Department  Course         337 

7.  What  was  the  probable  cause  of  the  abrupt  break- 
ing off  of  the  argument? 

8.  With    what    does    Stephen    suddenly    charge    his 
hearers  ? 

9.  Why  did  Stephen's  words  describing  his  vision  so 
enrage  his  hearers? 

10.    What  justification  did  the  council  have  for  its  final 
action  ? 
Topics  for  further  study: 

1.  The  views  of  Jesus  concerning  the  temple  and  its 
services. 

2.  The  effect  of  the  death  of  Stephen  upon  the  de- 
velopment of  Christianity. 

3.  The    relation    of   the   work    of   the   apostles    and 
Stephen  upon  the  career  of  Paul. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  A  five-minute  paper  upon 
the  first  topic  may  be  assigned  to  a  member  for  presentation 
to  the  class  upon  the  Sunday  following  that  of  the  lesson  study. 
The  blackboard  may  be  used  for  the  presentation  of  the  "  Out- 
line "  as  it  develops  in  class. 


§  3.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  A 

A.     REFERENCE  READING  FOR  THE  TEACHER 

Christianity  and  the  Christian  Church 
Fisher,    The   Beginnings    of    Christianity    (Charles    Scribner's 

Sons,  New  York). 
Hurst,    A    Short   History    of    the    Christian    Church    (Harper 

and  Brothers,   New  York). 
McGiffert,     The    Apostolic    Age     (Charles     Scribner's     Sons, 

New  York). 
Ramsay,   Paul    the    Traveler   and    Roman    Citizen     and     The 

Church    in    the   Roman   Empire     (G.    P.    Putnam's     Sons, 

New  York). 


338  Bible-School  Curriculum 

Riggs,  A  History  of  the  Jewish  People  during  the  Maccabean 
and  Roman  Periods  (Charles  Scribner's  Sons,  New  York). 

"  Ten  Epochs  of  Church  History :  "  series  edited  by  Dr. 
John  Fulton  (Charles  Scribner's  Sons,  New  York)  :  (i) 
The  Apostolic  Age,  by  Bartlet;  (2)  The  Post-Apostolic 
Age,  by  Waterman;  (3)  The  Ecumenical  Councils,  by  Du- 
Bose ;  (4)  The  Age  of  Charlemagne,  by  Wells;  (5)  The 
Age  of  Hildebrand,  by  Vincent ;  :(6)  The  Age  of  the  Cru- 
sades, by  Ludlow ;  (7)  The  Age  of  the  Renaissance,  by 
van  Dyke  ;  (8)  The  Age  of  the  Great  Western  Schism,  by 
Locke;  ^9)  The  Protestant  Reformation,  by  Walker;  (10) 
The  Anglican  Reformation,  by  Clark. 

Christian  Missions 
Beach,  A  Geography  and  Atlas  of  Protestant  Missions  (Student 

Volunteer  Movement,  New  York). 
Beach    and    others,    Protestant    Missions    in    South    America 

(Student  Volunteer  Movement,  New  York). 
Bliss,  Encyclopedia  of  Missions,  2  vols.   (Funk  and  Wagnalls, 

New  York). 
Dennis,  Christian  Missions  and  Social  Progress,  3  v®ls.  (F.  H. 

Revell  Co.,  Chicago). 
Dennis,  Centennial  Survey  of  Foreign  Missions  (F.  H.  Revell 

Co.,  Chicago). 
Hamlin,  My  Life  and  Times  (F.  H.  Revell  Co.,  Chicago). 
Lawrence,  Modern  Missions  in   the  East   (F.   H.   Revell   Co., 

Chicago). 
Noble,  The  Redemption  of  Africa,  2  vols.     (F.  H.  Revell  Co., 

Chicago). 
Warneck,  Outline  of  a  History  of  Protestant  Missions  (F.  H. 

Revell  Co.,  Chicago). 
Williams,  The  Middle  Kingdom,  2  vols.      (Charles  Scribner's 

Sons,  New  York). 
Williams,    Missionary    Enterprises    in    the    South-Sea    Islands 

(Presbyterian  Board  of  Publication,  Philadelphia). 
Zwemer,    Arabia    the    Cradle    of    Islam    (F.    H.    Revell    Co., 

Chicago). 


Senior  Department  Course  339 

B.     READING    AND    REFERENCE    BOOKS    FOR   THE    PUPIL 

Christianity  and  the  Christian  Church 

Lindsay,    The    Reformation    (Charles    Scribner's    Sons,    New 
York). 

Moncrief,   A   Short   History   of   tJie   Christian   Church    (F.    H. 
Revell  Co.,  Chicago). 

Thatcher,    Sketch    of    the    History    of    the    Apostolic    Church 
(Houghton,    Mifflin   &   Co.,    Boston). 

Summers,    The   Rise    and    Spread    of    Christianity    in    Europe 
(F.  H.  Revell  Co.,  Chicago). 

Christian  Missions 

Cary,  Japan  and  Its  Regeneration    (Student  Volunteer  Move- 
ment,  New  York). 

Carey,  Adventures  in  Tibet  (United  Society  of  Christian  En- 
deavor, Boston). 

Griffis,  Honda,  the  Samurai  (Pilgrim  Press,  Boston). 

Hodder,  Conquests  of  the  Cross,  3  vols.     (Cassell  &  Co.,  New 
York). 

Holcomb,  Men  of  Might  in  Indian  Missions  (F.  H.  Revell  Co., 
Chicago). 

Lhamon,  Heroes  of  Modern  Missions  (F.  H.  Revell  Co.,  Chi- 
cago). 

Paton,   John   G.   Paton:    An   Autobiography,    3   vols.      (F.    H. 
Revell  Co.,  Chicago). 

Thornton,    Africa     Waiting     (Student    Volunteer    Movement, 
New  York). 

Wheeler,  Missions  in  Eden  (F.  H.  Revell  Co.,  Chicago). 


§  4.  OUTLINE  OF  THE  COURSE  FOR  GRADE  B 

GRADE    subject:    THE    CHRISTIAN    RELIGION:     ITS    EVIDENCES    AND 
SACRED    BOOKS 

Part  I  —  Its  evidences. 

1.  The  evidence  from  prophecy. 

2.  The  evidence  from  miracles. 

3.  The  evidence  from  its   adaptiveness  to  all. 


340  Bible-School  Curriculum 

4.  The  evidence  from  its  transforming  effects. 

5.  The  evidence  from  the  character  of  the  system. 

6.  The  evidence  from  the  character  of  Jesus. 

7.  The  evidence  from  its  contrast  with  other  reHgions. 

8.  Review. 

Part  2— Its  sacred  books. 

A.    The  Canon 

9.  Formation  of  the  Old  Testament  canon. 

10.  Formation  of  the  New  Testament  canon. 

11.  Authenticity  and  genuineness  of  the  Old  Testament 
writings. 

12.  Authenticity  and  genuineness  of  the  New  Testament 
writings. 

13.  Inspiration  and  the  canon. 

14.  History  of  our  English  Bible. 

15.  History  of  our  English  Bible. 

16.  Review. 

B.     The  Old  Testament  Books 
§  I.    The  Hexateuch 

17.  Genesis,  Exodus. 

18.  Leviticus,  Numbers. 

19.  Deuteronomy,  Joshua. 

§  2.     The  Historical  Books 

20.  Judges,  Ruth. 

21.  I  and  2  Samuel. 

22.  Review. 

23.  Kings  and  Chronicles. 

24.  Ezra,  Nehemiah,  Esther. 

§  3.    The  Poetical  Books 

25.  Job. 

26.  Psalms. 


Senior  Department  Course  341 

27.    Proverbs,  Ecclesiastes,  Song  of  Songs. 
'^.  Review. 

§  4.    The  Earlier  Prophets 

29.  Amos. 

30.  Hosea. 

31.  Isaiah. 

2;2.   Micah,  Nahum,  Zephaniah. 
ZZ'   Jeremiah. 

34.  Lamentations,  Habakkuk. 

§  5.    The  Later  Prophets 

35.  Ezekiel. 

36.  Obadiah,  Haggai,  Zechariah. 
Z7.   Malachi,  Joel,  Jonah. 

38.  Review. 

C.    The  New  Testament  Books 

39.  Matthew,  Mark. 

40.  Luke,  John. 

41.  Acts,  I  and  2  Thessalonians. 

42.  I  and  2  Corinthians. 

43.  Galatians,  Romans. 

44.  Review. 

45.  The  imprisonment  epistles. 

46.  The  pastoral  epistles. 

47.  Hebrews,  James. 

48.  Peter,  John. 

49.  Jude,  Revelation. 

50.  Review. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


342  Bible-School  Curriculum 

§  5.     SUGGESTIVE  LESSON  PLANS  FOR  GRADE  B 
Lessons  29  and  30 

Lesson  29 
the  book  of  amos 

Lesson  Material. 

The  book  of  Amos. 

Teacher's  Study  Material. 
Driver,  Introduction  to  the  Literature  of  the  Old  Testa- 
ment, pp.  313-18;  Cornill,  The  Prophets  of  Israel,  pp. 
37-46;  Kirkpatrick,  The  Doctrine  of  the  Prophets,  pp. 
83-108 ;  Driver,  "  The  Book  of  Amos,"  in  the  Cambridge 
Bible  for  Schools  and  Colleges;  Smith  (G.  A.),  The 
Book  of  the  Twelve  Prophets,  in  "  Expositor's  Bible " 
series,  Vol.  I,  pp.  61-207;  Smith  (W.  R.),  The  Prophets 
of  Israel,  pp.  90-143;  Sanders  and  Kent,  The  Messages 
of  the  Earlier  Prophets,  pp.  23-44;  Moulton,  Daniel  and 
the  Minor  Prophets,  in  the  "Modern  Reader's  Bible" 
series. 

Analysis  and  Organisation  of  Material. 
I.   Historical  setting  of  the  book. 

1.  Political  situation, 

o)  A  period  of  external  peace  and  internal  pros- 
perity under  Jeroboam  IL 

b)  A  corrupt  aristocracy  tyrannized  over  the 
people. 

2.  Social  conditions. 

o)  Two  classes  only  —  the  rich  and  the  poor. 

b)  Oppression,  cruelty,  injustice  and  all  forms 
of  vice  prevailed. 

c)  The  people  indifferent,  intolerant,  without 
fear  of  judgment. 


Senior  Department  Course  343 

3.   Religious  life. 

a)  Ceremonies  of  worship  zealously  observed. 

b)  OfferingSj  feasts,  and  sacrifices  in  abundance. 

c)  People's  sins  canceled  by  a  money  equivalent. 

d)  Priests    allied   with   the   corrupt   court   aris- 
tocracy. 

II.    The  writer  of  the  book. 

1.  Personal  history. 

a)  Home  in  Tekoa  of  Judah. 

b)  By    occupation    a    shepherd    and    dresser    of 
sycamore  trees. 

c)  Possessed  of  knowledge  of  nature  and  life  in 
the  open. 

d)  No  special  training  for  the  prophetic  office. 

2.  Character. 

a)  Simple,  straightforward,  and  earnest. 

b)  Fearless  in  right-doing. 

c)  With  a  developed  sense  of  justice. 

3.  Qualifications  for  the  v/ork. 

o)  His  knowledge  of  the  laws    and    history    of 
Israel. 

b)  His    knowledge    of   the   social    and    political 
life  of  the  times. 

c)  His  simple,  rather  austere,  life  in  Judah. 

III.   The  Book. 

1.  The  message  delivered  at  Bethel,  in  the  north 
kingdom. 

2.  Probably  written  at  Tekoa  about  755-750  B.  C. 

3.  Purpose. 

a)  To  proclaim  a  God  of  justice  and  righteous- 
ness. 


344  Bible-School  Curriculum 

b)  To  denounce  the  sins  and  vices  of  the  people. 

c)  To  demand  justice  and  righteousness  between 
man  and  man. 

d)  To  emphasize  the  moral  requirements  of  Je- 
hovah. 

4.  Style  of  the  book. 

a)  Language  pure,  sentences  clear. 

b)  Discourses  connected. 

c)  Much   nature-imagery  employed. 

5.  Contents  of  the  book. 

a)  The  prologue  —  chaps,  i,  ii. 

(i)  The  judgments    upon    the    six    nations 

(1:3  —  2:3). 
(2)  The  judgment   upon   Israel    (2:6-16). 

b)  The  three  addresses  —  chaps,  iii-vi. 

(i)  Israel's  crimes  will  not  be  pardoned. 

(2)  Ritual  cannot  save  them. 

(3)  Israel's  punishment  certain;    the  instru- 
ment indicated. 

c)  The  five  visions  of  judgment  —  chap.    7-9:6. 
(i)  The  vision  of  the  locust  plague  (7:  1-3). 

(2)  The  vision  of  the  drought    (7:4-6)). 

(3)  The  vision  of  the  plumbline  (7:7-9)- 

(4)  The  vision  of  the  basket  of  ripe  summer 
fruit  (8:  1-14). 

(5)  The  vision  of  the  destruction      of     the 
temple  (9:  1-6). 

d)  The  epilogue  —  9:7-i5- 

(i)  Sinners  to  be  destroyed:    a  remnant  to 

escape  (9:8-10). 
(2)  The  house  of  David  to  be  restored   (9: 
II-I5)- 


Senior  Department  Course         345 

IV.   The  message  of  the  book. 

1.  Justice  between  man  and  man  demanded  by  God. 

2.  Elaborate  worship  without  righteous   living  an 
abomination  to  God. 

3.  The  privileges   enjoyed  determine  the  measure 
of  punishment  to  those  who  sin. 

Presentation  Suggestions. 

Develop  the  outline  as  much  as  possible  by  questions. 
Briefly  describe  the  political  situation  during  the  time  of 
Amos.  Jeroboam  II.  proved  a  strong,  aggressive  king,  and 
while  Assyria  and  Syria  were  engaged  in  their  struggle, 
he  was  enabled  to  bring  his  kingdom  to  a  condition 
which  approached  Solomon's  time  in  glory  and  extent. 
The  effect  of  war,  however,  was  to  eliminate  the  middle 
class  and  to  leave  only  two  classes  —  the  rich  and  the 
poor.  The  rich  aristocrats,  allied  with  the  corrupt  court, 
tyrannized  over  the  people.  To  show  the  social  con- 
ditions in  the  kingdom  have  members  of  the  class  read 
Amos  2  :  6-7 ;  3:10;  4:1;  5  :  7,  12 ;  8 :  4-6.  Concerning 
the  attitude  of  the  people  see  Amos  6:6;  5:  10;  6:  i,  13. 
Concerning  the  religious  life  see  Amos  2:7,  8;  4:4,  5; 
5 :  21-24.  Also  read  Smith,  The  Prophets  of  Israel,  pp. 
98,  99.  The  people  believed  that  God  was  with  them; 
that  they  were  his  people  and  he  would  not  desert  them. 
Their  prosperity  was  an  evidence  of  this.  If  they  con- 
tinued to  offer  an  abundance  of  sacrifices  the  Lord  would 
never  turn  against  them.  It  was  against  this  view  that 
Amos  had  to  contend.  Question  the  class  about  the  per- 
sonal history  of  Amos,  having  read  such  passages  as 
Amos  7:14;  2:13;  3:4,  5,  12;  5:19;  8:1,  etc.  That 
he  was  a  keen  observer  of  the  social  and  political  life  of 
his  times  is  shown  in  the  prophecies  concerning  the 
nations  round  about  Israel,  and  in  his  Indication  of  the  in- 


346  Bible-School  Curriculum 

strument  of  Israel's  punishment.  It  was  this  knowledge 
together  with  his  knowledge  of  Israel's  laws  and  history 
that  qualified  him  for  his  prophetic  work.  See  Cheyne's 
"  Introduction  "  to  the  Book  of  Amos.  The  character  ele- 
ments suggested  are  inferred  from  the  somewhat  meager 
notices  we  have  of  his  personal  history.  For  an  account 
of  the  coming  of  Amos  to  Bethel  to  deliver  his  message, 
see  Cornill,  The  Prophets  of  Israel,  pp.  39,  40.  After  de- 
livering his  message,  Amos  returned  to  his  home  in  Tekoa 
and  wrote  out  his  prophecies.  Emphasize  the  purpose  of 
Amos,  reading  such  sections  of  his  work  as  will  most 
clearly  show  the  fourfold  purpose  indicated  in  the  outline. 
The  keynote  of  the  book  might  be  given  as  righteousness. 
For  a  discussion  of  the  style  of  Amos  see  Cheyne's  "  In- 
troduction "  to  The  Book  of  Amos,  §  5.  In  discussing  the 
contents  of  the  book,  note  the  form  in  which  the  matter 
of  the  prologue  is  arranged :  an  opening  formula,  only 
varied  by  the  names  of  the  doomed  nations ;  then  recita- 
tive prose  expressing  actual  offenses;  then  the  formula 
expressing  the  doom ;  and  lastly  recitative  prose  giving 
the  details  of  punishment.  See  in  this  connection  Moul- 
ton,  Daniel  and  the  Minor  Prophets,  pp.  94  ff.  Then  note 
the  nations  upon  which  judgment  is  pronounced  and  the 
reasons  for  such  judgments.  Then  comes  the  indictment 
against  Israel.  The  next  section,  the  three  addresses, 
cannot  be  taken  up  in  detail  on  account  of  the  shortness 
of  the  time;  simply  read  such  parts  as  will  best  indicate 
the  general  thought  of  the  discourses  (see  "Outline"). 
In  discussing  the  visions  of  judgment  note  that  the  first 
two  plagues  are  averted  in  answer  to  Amos's  prayer. 
But  the  visions  of  the  plumbline  and  the  basket  of  ripe 
summer  fruit  indicate  that  the  last  hope  is  gone  —  the 
end  is  near.  The  final  destruction  of  the  national  life  is 
pictured  in  the  last  vision,  the  destruction  of  the  temple. 


Senior  Department  Course  347 

The  epilogue  was  probably  added  by  a  later  hand.     In 
discussing  the  great  message  of  the  book   read   Kirk- 
patrick,  The  Doctrine  of  the  Prophets,  p.  106. 
Student's  Home  Work. 
Lesson  study :  A  careful  reading  of  the  book  of  Amos. 
Assigned  search  work:    (For  class  report.) 

1.  The  political    situation    during    Amos's    prophetic 
activity. 

2.  The  social  conditions  of  the  times. 

3.  The  religious  life  of  the  period. 

4.  Amos's  conception  of  God. 

5.  The  personal  history  of  Amos. 
Review  questions  for  student's  self-test: 

1.  What  was  the  political  situation  in  the  northern 
kingdom  in  the  time  of  Amos? 

2.  What  were  the  social  conditions  of  the  period? 

3.  Against  what  religious  views  did  Amos  have  to 
contend  ? 

4.  Describe  the  life  and  probable  training  of  Amos. 

5.  What  qualifications  did  he  have  for  the  prophetic 
work? 

6.  To  whom  was  his  message  delivered  and  at  what 
place? 

7.  About  what  date  was  the  book  written? 

8.  What  is  the  style  of  Amos's  writing? 

9.  What  are  the  principal  contents  of  the  book? 
10.   What  is  the  great  message  of  the  book? 

Topics  for  further  study : 

1.  Amos's  acquaintance  with  the  laws  and  history  of 
his  nation. 

2.  His   figures   of   speech   drawn   from   natural  phe- 
nomena. 

3.  Comparison  of  the  character  and  work  of  Elijah 
and  Amos. 


348  Bible-School  Curriculum 

Lesson  30 
the  book  of  hosea 
Lesson  Material. 

The  book  of  Hosea. 
Teacher's  Study  Material. 

Sanders  and  Kent,  The  Messages  of  the  Earlier  Proph- 
ets, pp.  47-76;  Smith  (W.  R.),  The  Prophets  of  Israel, 
pp.  144-90;  Smith  (G.  A.),  The  Book  of  the  Twelve 
Prophets  in  "Expositor's  Bible"  series,  Vol.  I,  pp.  211- 
354;  Kirkpatrick,  The  Doctrine  of  the  Prophets,  pp. 
109-142;  Cornill,  The  Prophets  of  Israel,  pp.  47-55; 
Driver,  Introduction  to  the  Literature  of  the  Old  Testa- 
ment, pp.  300-307 ;  Cheyne,  "  The  Book  of  Hosea  "  in  the 
Cambridge  Bible  for  Schools  and  Colleges;  Moulton, 
Daniel  and  the  Minor  Prophets  in  the  "  Modern  Reader's 
Bible  "  series. 

Analysis  and  Organization  of  Material. 
I.    Historical  setting  of  the  book. 

1.  Political  situation. 

o)  In  Jeroboam's  reign,  external  success  and  in- 
ternal prosperity. 
b)  The  following  reigns  a  period  of  anarchy. 

2.  Social  conditions. 

a)  The  first  period  one  of  luxury,  and  of  oppres- 
sion of  the  poor. 

b)  The  last  period  one  of  general  lawlessness. 

3.  Religious  life. 

o)  Priesthood  corrupt. 

b)  Worship  a  mere  form. 

c)  People  idolatrous  and  immoral. 


Senior  Department  Course         349 

II.   The  writer  of  the  book. 

1.  Personal  history. 

a)  Son  of  Beeri.     Home  in  Israel,  probably  in 
Galilee. 

b)  Passed  through  a  sad  domestic  experience. 

c)  Possessed  a  thorough  knowledge  of  the  in- 
ternal and  external  affairs  of  the  kingdom. 

2.  Character. 

a)  Longsuffering,  forgiving  nature. 

b)  Deeply  religious. 

c)  Poetic  and  intensely  patriotic. 

3.  Qualifications  for  the  work. 

o)  Knowledge  of  conditions  in  the  kingdom. 

b)  His  religious  nature. 

c)  His  domestic  experience  —  this  his  call  and 
education. 

III.   The  book. 

1.  The  sermons  addressed  to  northern  Israel. 

2.  The  date,  about  738-/35  B.  C. 

3.  Purpose. 

a)  To  proclaim  a  God  of  forgiving  love. 

b)  To  expose  the  sin  of  the  people. 

c)  To  urge  a  return  with  a  promise  of  restora- 
tion. 

4.  Style  of  the  sermons. 

a)  Impassioned  and  disconnected. 

b)  Figurative  and  poetic. 

5.  Contents  of  the  book. 

o)  Hosea's  domestic  life  —  chaps,  i-iii. 

(i)  The    narrative    of    his    domestic    experi- 
ence   (1:1  —  2:1). 

(2)  The  interpretation   of  the  narrative    (2: 
2-23). 

(3)  Symbolism  of  Hosea's  disciplinary  meas- 
ures  (chap.  iii). 


350  Bible-School  Curriculum 

b)  Hosea's  prophecies  —  chaps,  iv-xiv. 

(i)  Israel's  guilt  exposed  (4:1 — 8:14). 

(2)  Israel's  punishment  pronounced    (9:1 — 
II : 11). 

(3)  Israel's  repentance  urged  and  restoration 
promised  (11:12—14:9). 

IV.   The  message  of  the  book. 

1.  God's  nature  one  of  forgiving  love. 

2.  Punishment  for  sin  is  certain. 

2.    Repentance  brings  restoration  through  discipline. 

Presentation  Suggestions. 

Develop  the  outline  as  much  as  possible  by  questions. 
Briefly  bring  to  view  a  picture  of  the  times  in  which 
Hosea  lived  and  worked,  that  the  prophet's  message  may 
be  more  thoroughly  understood.  Driver,  in  his  Introduc- 
tion to  the  Literature  of  the  Old  Testament,  pp.  301,  302, 
gives  a  clear  and  concise  account  of  the  political  situa- 
tion. For  an  account  of  the  social  and  moral  conditions 
see  Sanders  and  Kent's  Messages  of  the  Earlier  Prophets, 
pp.  47-50.  To  summarize,  the  nation  was  in  a  state  of 
almost  complete  moral  and  religious  collapse.  The  end 
suggested  by  Amos's  picture  of  the  basket  of  ripe  sum- 
mer fruit  (Amos  8:1,  2)  is  now  at  hand.  Hosea  pre- 
sents a  similar  picture,  but  one  even  more  appalling 
(Hosea  4:1,  2).  Have  members  of  the  class  read  pas- 
sages from  Hosea  which  show  the  conditions  mentioned 
in  the  outline  under  the  first  heading.  Next  question  the 
class  concerning  what  is  known  from  the  book  itself  of 
Hosea's  personal  history.  Dwell  briefly  upon  his  mar- 
riage with  Gomer,  her  faithlessness,  the  children  and  their 
significant  names,  the  wife's  desertion  of  her  home,  the 
recovery  by  Hosea,  the  time  of  discipline,  and  the  final 
restoration  to  all  the  rights  and  privileges  of  wifehood. 


Senior  Department  Course  351 

In  this  connection  read  Dean  Plumptre's  poem  "  Gomer  " 
in  the  collection  La::arus  and  Other  Poems.  Note  the 
character  of  the  prophet,  and  have  the  class  read  pas- 
sages which  indicate  the  character-elements  suggested  in 
the  outline.  Then  show  his  qualification  for  the  special 
work  to  which  he  was  called,  noting  that  the  prophet's 
peculiar  domestic  experience  constituted  both  the  call 
to  the  prophetic  office  and  the  education  for  the  prophetic 
work  (see  Smith,  The  Prophets  of  Israel,  pp.  i8i  ff.). 
In  dealing  with  the  next  section  of  the  outline,  the  book 
itself,  try  to  have  the  members  of  the  class  discover  as 
much  as  possible  for  themselves,  helping  them  with  ques- 
tions. For  a  discussion  of  the  style  of  the  utterances  see 
Cornill,  The  Prophets  of  Israel,  pp.  51,  52,  and  Cheyne, 
The  Book  of  Hosea,  chap,  v  of  the  Introduction.  Ques- 
tion the  class  so  as  to  bring  out  the  analysis  of  the  con- 
tents as  suggested  in  the  outline.  The  last  section,  chaps, 
xi-xiv,  pictures  the  yearning  of  God  toward  Israel  and  his 
desire  to  bring  Israel  to  repentance  that  forgiveness  may 
follow.  For  a  beautiful  rendering  of  these  chapters  see 
Moulton's  Daniel  and  the  Minor  Prophets,  pp.  68-74. 
Lastly  indicate  the  great  message  of  love  and  yearning 
which  the  book  brings,  comparing  such  with  the  stern 
message  of  the  prophet  Amos. 

Student's  Home  Work. 
Lesson  study:    A  careful  reading  of  the  book  of  Hosea. 
Assigned  search  work:     (For  class  report.) 

1.  The  political    situation    during    Hosea's    prophetic 
activity. 

2.  The  social  and  religious  conditions  of  the  period. 

3.  Relation   of   Hosea's    domestic   experience   to   his 
prophetic  work. 

4.  The  character  of  Hosea. 

5.  Hosea's  conception  of  God, 


35^  Bible-School  Curriculum 

Review  questions  for  student's  self-test: 

1.  What  was  the  difference  in  the  political  situation 
during  the  earlier  and  the  later  periods  of  Hosea's 
prophetic  activity? 

2.  Against  what  social  and  religious  obstacles  did  he 
have  to  contend? 

3.  What  peculiar  domestic  experience  was  he  called 
upon  to  pass  through? 

4.  What  does  this  experience  reveal  to  us  of  the 
character  of  Hosea? 

5.  What  effect  did  this  experience  have  upon  his 
prophetic  work? 

6.  What  is  the  probable  date  of  the  book  of  Hosea? 

7.  To  whom  were  the  sermons  and  exhortations  ad- 
dressed? 

8.  What  is  the  style  of  Hosea's  writings? 

9.  What  are  the  principal  contents  of  the  book? 
10.   What  is  the  great  message  of  the  book? 

Topics  for  further  study. 

1.  Comparison  of  the  religious  conceptions  and  work 
of  the  prophets  Amos  and  Hosea. 

2.  The  prophet's  use  of  the  symbolism  of  marriage. 

3.  The  figurative  language  of  the  prophet. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  these  study  topics.  A  five-minute  paper  upon 
the  first  topic  may  be  assigned  to  a  member  for  presentation 
to  the  class  upon  the  Sunday  following  that  of  the  lesson  study. 
The  blackboard  may  be  used  for  the  presentation  of  the  "  Out- 
line "  as  it  develops  in  class. 


§  6.  BOOKS  RELATING  TO  THE  WORK  OF  GRADE  B 

A,     REFERENCE  READING  FOR  THE  TEACHER 

Clarke,  What  Shall  We  Think  of  Christianity  f  and  Can  I 
Believe  in  God  the  Father?  (Charles  Scribner's  Sons,  New 
York). 


Senior  Department  Course         353 

MacKenzie,    Christianity    and    the   Progress    of   Man    (F.    H. 

Re  veil  Co.,  Chicago). 
Stewart,  A  Handbook  of  Christian  Evidences  (A.  D.  F.  Ran- 
dolph &  Co.,  New  York). 
Storrs,    The   Divine   Origin   of   Christianity   Indicated   by   Its 

Historical  Effects  (A.  D.  F.  Randolph  &  Co.,  New  York). 
Bennett  and  Adeney,  A  Biblical  Introduction  ^Thomas  Whit- 
taker,  New  York). 
Cambridge  Bible  for  Schools  and  Colleges,  26  vols,  on  the  Old 

Testament;     the    New    Testament    complete    in    19    vols. 

(edited  by  J.  J.   S.  Perowne  and  A.   F.  Kirkpatrick;    the 

Macmillan  Co.,  New  York). 
Driver,  Introduction  to  the  Literature  of  the  Old  Testament 

(Charles  Scribner's  Sons,  New  York). 
Gladden,   Who   Wrote  the  Bible?    .(Houghton,  Mifflin  &  Co., 

Boston). 
Kirkpatrick,   The  Doctrine  of  the  Prophets   (The  Macmillan 

Co.,  New  York). 
McFadyen,  Old  Testament  Criticism  and  the  Christian  Church 

(Charles  Scribner's  Sons,  New  York). 
Ryle,  The  Canon  of  the  Old  Testament  (The  Macmillan  Co., 

New  York). 
Salmon,  An  Historical  Introduction  to  the  Study  of  the  Books 

of  the  New  Testament  (John  Murray,  London). 
Smith   (G.  A.),   The  Book  of  the  Tzvelve  Prophets;    2  vols; 

in  the  "  Expositor's  Bible  "  series  (A.  C.  Armstrong  &  Son, 

New  York). 
Smith    (W.    R.),    The   Prophets   of   Israel    (A.   &    C.    Black, 

London). 
Stanton,   "  The   New   Testament  Canon,"   in   Hastings's  Bible 

Dictionary. 
Westcott,  History  of  the  Canon  of  the  New  Testament   (The 

Macmillan  Co.,  New  York). 
Westcott,  History  of  the  English  Bible  (The  Macmillan  Co., 

New  York). 
Woods,    "  The    Old   Testament    Canon,"    in    Hastings's   Bible 

Dictionary. 


354  Bible-School  Curriculum 

"The  Messages  of  the  Bible;"  12  vols;  series  edited 
by  Professors  F.  K,  Sanders  and  Charles  F.  Kent 
(Charles  Scribner's  Sons,  New  York)  :  (i)  Messages  of  the 
Earlier  Prophets,  by  Sanders  and  Kent ;  (2)  Messages  of 
the  Later  Prophets,  by  Sanders  and  Kent;  (3)  Messages  of 
Israel's  Lawgivers,  by  Kent ;  (4)  Messages  of  the  Pro- 
phetical and  Priestly  Historians,  by  McFadyen ;  ^(5)  Mes- 
sages of  the  Psalmists,  by  Moxom  ;  (6)  Messages  of  the 
Sages,  by  F.  K,  Sanders;  (7)  Messages  of  the  Poets,  by 
Schmidt ;  (8)  Messages  of  the  Apocalyptic  Writers,  by 
Porter;  (9)  Messages  of  Jesus  according  to  the  Synoptists, 
by  Hall;  (10)  Messages  of  Jesus  according  to  John,  by 
J.  S.  Riggs ;  (11)  Messages  of  Paul,  by  Stevens;  (12) 
Messages  of  the  Apostles,  by  Stevens. 

B.     READING   AND    EEFERENCE   BOOKS    FOR  THE   PUPIL 

Fisher,  A  Manual  of  Christian  Evidences  (Chautauqua  Press, 

Meadville,  Pa.). 
Ladd,  What  is  the  Bible  (Charles  Scribner's  Sons,  New  York). 
Lovett,  The  Printed  English  Bible  (F.  H.  Revell  Co.,  Chicago). 
McClymont,   The  New  Testament  and  Its  Writers   (A.   D.  F. 

Randolph  &  Co.,  New  York). 
Martin,   Origin  and  History  of  the  New  Testament   (Hodder 

and  Stoughton,  London). 
Moulton   and    others,    The   Bible    as   Literature    (Thomas    Y. 

Crowell  &  Co.,  New  York). 
Robertson,   The   Old   Testament  and  Its   Contents    (A.   D.   F. 

Randolph  &  Co.,  New  York). 
Smyth,   How    We   Got    Our  Bible  [(James    Pott   &    Co.,    New 

York). 
Willett  and   Campbell,   The   Teachings  of  the  Books    (F.   H. 

Revell  Co.,  Chicago). 


Senior  Department  Course         355 
§  7.   outline  of  the  course  for  grade  c 

GRADE    SUBJECT  :     THE    CHRISTIAN    RELIGION  :      ITS    FUNDAMENTAL 
TRUTHS 

Part  I  —Truths  relating  to  God. 

A.     God  the  Father 

1.  God's  nature  and  character. 

2.  God's  attributes. 

3.  God's  relations  to  the  universe. 

4.  God's  threefold  manifestation  —  Father,   Son,   Spirit. 

5.  God's  purpose  —  the  establishment  of  his   kingdom. 

6.  Review. 

B.     Jesus  the  Son 

7.  Jesus  in  relation  to  prophecy  —  the  Messiah. 

8.  Jesus  in  relation  to  prophecy  —  the  Messiah. 

9.  Jesus   in   relation  to   history  —  the   Ideal   Character. 

10.  Jesus   in   relation  to   history  —  the   Ideal    Character. 

11.  Jesus   in   relation   to   history  —  the   Ideal    Character. 

12.  Jesus  in  relation  to  God  —  the  Full  Revelation. 

13.  Jesus  in  relation  to  God  —  the  Full  Revelation. 

14.  Review. 

15.  Jesus  in  relation  to  the  world  —  the  Redeemer. 

16.  Jesus  in  relation  to  the  world  —  the  Redeemer. 

17.  Jesus  in  relation  to  man  —  the  Personal  Savior. 

18.  Jesus  in  relation  to  man  —  the  Personal  Savior. 

19.  Jesus  in  relation  to  the  future  Hfe  —  the  Risen  Lord. 

20.  Review. 

C.     The  Holy  Spirit 

21.  The  Holy  Spirit  and  the  world. 

22.  The  Holy  Spirit  and  the  revelation  of  truth. 

23.  The  Holy  Spirit  and  the  beginnings    of    divine    life. 

24.  The  Holy  Spirit  and  the  progress  of  the  divine  life. 

25.  The  Holy  Spirit  and  the  progress  of  the  divine  life. 

26.  Review. 


35^  Bible-School  Curriculum 

Part  2— Truths  relating  to  the  individual. 

A.    Man 

27.  Man's  nature  —  body  and  soul. 

28.  Man  a  moral  being. 

29.  Man  a  moral  being. 

30.  Man  and  eternal  life. 

B.    Evil  and  Sin 

31.  Nature  of  evil  and  sin. 

32.  Nature  of  evil  and  sin. 

33.  Reality  and  universality  of  sin. 

34.  Penalty  of  sin, 

35.  Freedom  from  sin. 

36.  Review. 

Part  3 — Truths  relating  to  society. 

37.  Christianity  and  the  family. 

38.  Christianity  and  the  family. 

39.  Christianity  and  the  state. 

40.  Christianity  and  the  state. 

41.  Christianity  and  business, 

42.  Christianity  and  business. 

43.  Review. 

44.  Christianity  and  the  problem  of  wealth. 

45.  Christianity  and  the  problem  of  wealth. 

46.  Christianity  and  the  Sabbath  question. 

47.  Christianity  and  the  temperance  question. 

48.  Christianity  and  the  problem  of  the  world's  evangeli- 
zation, 

49.  Christianity  and  the  problem  of  the  world's  evangeli- 
zation. 

50.  Review. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


Senior  Department  Course         357 
§  8.   suggestive  lesson  plans  for  grade  c 

Full  Plans  for  Lessons  21  and  2^ 

Analytic  Outlines  for  Lessons  22  to  25  and  28  to  35 

Lesson  21 

the  holy  spirit  and  the  world 

Lesson  Material. 
Gen.  1 :  1-31 ;    8 :  20—9 :  17 ;    Ps.  104 : 1-35 ;    Job  38 :  i— 
39:30;  Rom.  8:28;  John  3:  1-8;  6:63;    16:7-11,13-15; 
I  Cor.  2:  14-16;   Eph.  3: 14-19;  Heb.  3: 12-15;   i  Pet.  4: 
6 ;    I  John  3  :  1-8. 

Literature. 

Clarke,  An  Outline  of  Christian  Theology,  pp.  369-81; 
Hyde,  God's  Education  of  Man,  pp.  31-35;  Fiske, 
Through  Nature  to  God,  pp.  127-30,  147-51 ;  Fiske,  The 
Idea  of  God,  pp.  158-67;  Hastings,  Bible  Dictionary, 
art.  "Holy  Spirit;"  Tyler,  The  Whence  and  the  Whither 
of  Man,  chap,  i;    a  good  critical  commentary. 

Analytical  Outline. 

THE   HOLY   SPIRIT  AND  THE  WORLD 

1.  In  the  world  of  nature. 
o)  Creates  life. 

b)  Sustains  life. 

c)  Controls  and  correlates  life. 

2.  In  the  world  of  humanity. 

o)  Awakens  and  brings  to  consciousness  the  divine 
life  in  man. 

b)  Convinces  of  sin. 

c)  Reveals  righteousness. 

d)  Clarifies  spiritual  judgment. 

e)  Inspires  to  spiritual  activity. 


358  Bible-School  Curriculum 

Suggestions  for  Developing  the  Outline. 
Develop  the  outline  so  far  as  possible  by  questions.  Note 
first  the  story  of  creation  as  told  in  Genesis.  The  general 
statement  is  made  that  "  In  the  beginning  God  created 
the  heavens  and  the  earth."  Then  follows  the  account 
of  one  creative  event  upon  another,  apparently  in  rapid 
succession.  Note  that  the  agency  which  seems  to  bring 
order  and  life  out  of  chaos  and  death  is  the  brooding 
Spirit  of  God,  or  the  operating  power  of  God  in  the 
world.  (This  conception  of  the  Spirit  of  God  as  the 
operating  power  of  God  is  used  in  all  the  lessons  of  this 
section.)  Higher  and  more  perfect  forms  are  gradually 
developed  until  finally  there  appears  as  the  crowning 
work  of  creation,  man,  a  being  created  in  God's  very 
image,  i.  e.,  with  godlike  powers.  Although  the  Bible  is 
not  a  book  from  which  to  teach  science,  and  there  is  no 
need  of  any  attempt  at  "  harmonizing  of  science  and  the 
Bible,"  still  it  might  be  well  to  show  that  the  biblical 
account  of  creation  parallels  in  a  very  general  way  the 
scientific  account,  i.  e.,  the  lower  forms  of  life  come  first, 
and  then  successively  higher  and  higher  forms,  until  we 
have  the  crowning  work  —  the  creation  of  man.  Explain 
the  term  "  brooding  "  as  of  a  bird  upon  her  nest,  "  vital- 
izing the  germs  which  the  Divine  Word  is  about  to  call 
forth."  This  vitalizing  energy  is  continuous.  Note  how 
the  Old  Testament  speaks  of  the  Spirit  as  the  sustainer 
of  life  (Ps.  104: 1-35).  It  is  through  the  providence  of 
God  that  life  is  supported.  In  Gen.  8 :  20  to  9 :  17  we 
have  the  promise  that  so  long  as  the  earth  remains  there 
shall  be  seed  time  and  harvest;  and  the  token  of  this 
covenant  is  the  rainbow.  This  constant  dependence  upon 
the  Spirit  of  God  is  expressed  in  Ps.  104:30.  Another 
phase  of  this  power  working  in  nature  is  noted  in  Job 
38 : 1-41,  which  speaks  of  God's  control  of  all  the  pro- 


Senior  Department  Course         359 

cesses  of  Nature.  Dwell  briefly  on  the  verses  illustrating 
this.  Bring  out  clearly  the  thought  that  back  of  all 
manifestations  there  is  a  divine  power  that  makes  for 
righteousness,  and  a  purpose  or  goal  toward  which  the 
Spirit  is  working.  Read  to  the  class  from  Fiske's 
Through  Nature  to  God,  chap.  xii.  Parallel  to  the  work 
in  the  realm  of  nature  there  is  a  special  work  of  the 
Spirit  in  the  life  of  man.  The  germ  of  divine  life  is 
present  in  every  individual,  and  it  is  the  work  of  the 
Spirit  to  awaken  this  life  and  bring  it  to  the  conscious- 
ness of  man.  "We  cannot  tell  just  what  part  of  the 
better  action  of  mankind  is  due  to  powers  that  God  im- 
planted in  the  soul  of  man  and  what  to  the  present  action 
of  the  Spirit  working  in  and  with  these  powers,"  but  of 
the  fact  of  the  Spirit's  activity  we  arc  sure.  Have  the 
class  read  John  6 :  63a  and  Eph.  3 :  14-19.  Note  the 
figure  by  which  this  awakening  is  described  in  John  3: 
1-8.  Make  plain  that  it  is  not  a  gift  of  new  faculties, 
but  by  the  quickening  of  the  divine  life  to  which  the 
will  of  man  consciously  responds,  that  a  new  character 
is  gradually  wrought  out.  Emphasize  the  thought  that 
while  we  do  not  at  present  understand  the  mysterious 
m-ode  of  action  of  the  Spirit  of  God  on  the  spirit  of  man 
the  consequences  are  apparent  and  prove  the  fact.  (In 
this  connection  see  James's  The  Varieties  of  Religious 
Experience,  pp.  511-15.)  Turn  to  Christ's  promise  in 
John  16:8-11,  and  show  the  significance  of  the  three 
lines  of  the  Spirit's  activity  there  indicated:  (i)  He 
convinces  of  sin,  by  showing  man  his  failures,  his  own 
sin,  and  in  a  broader  sense  reveals  what  sin  is ;  (2)  He 
reveals  righteousness.  Righteousness  is  the  opposite  of 
sin;  it  is  the  ideal  of  God.  By  bringing  to  man  the  true 
standard  as  revealed  in  Christ,  it  is  made  plain  to  him 
what  righteousness  is;     (3)   He  clarifies  spiritual  judg- 


360  Bible-School  Curriculum 

ment.  "  Between  sin  and  righteousness  there  is  a  true 
and  unerring  judgment  of  God,  upon  which  the  action  of 
God  is  founded  and  the  destiny  of  man  depends.  This 
judgment  the  Spirit  reveals  to  the  conscience  of  man. 
He  is  the  great  teacher  of  humanity  concerning  right 
and  wrong,  good  and  evil,  and  the  relation  between  the 
two."  The  presence  of  the  Spirit  in  the  life  of  man  leads 
to  a  spiritual  activity  and  is  evidenced  by  it.  Review  the 
points  already  discussed  with  this  thought  in  view.  The 
extent  to  which  the  will  of  man  responds  to  the  divine 
guidance  is  made  evident  in  character  —  the  first  field  for 
spiritual  activity.  The  clearness  with  which  sin  is  seen 
and  righteousness  apprehended,  and  the  extent  to  which 
the  judgment  is  clarified  are  shown  in  the  life.  "By 
their  fruits  ye  shall  know  them."  See  i  Peter  4 : 6  and 
I  John  3 :  1-8.  The  Spirit  stirs  to  activity  the  inner  life 
of  man,  which  shows  itself  outwardly  in  deeds.  In  con- 
clusion emphasize  the  thought  that  God  is  actively  at 
work  in  the  world  today  through  his  Spirit,  and  that  as 
man  responds  to  the  impulse  and  guidance  of  this  Spirit 
he  hastens  the  time  when  the  purpose  of  God  shall  be 
realized  in  all  its  fulness. 

Applicatory  Summary. 

1.  The  Spirit  of  God  is  an  immanent  power  in  the  world 
today,  creating,  sustaining  and  controlling  all  life. 

2.  The  Spirit  is  working  to  realize  the  moral  purpose  of 
God. 

3.  One  function  of  the  Spirit  in  the  world  of  humanity 
is  to  awaken  the  divine  life  in  every  man.  This 
awakening  conditions  the  higher  life. 

4.  Another  function  of  the  Spirit  in  the  world  of  human- 
ity is  to  convince  man  of  sin,  progressively  reveal  to 
him  the  ideal  life,  and  to  clarify  his  spiritual  judgment, 
that  he  may  discern  clearly  between  good  and  evil. 
These  conditions  progress  in  the  higher  life. 


Senior  Department  Course         361 

S.  A  final  function  of  the  Spirit  is  to  inspire  man  to 
activity  in  the  spiritual  sphere,  that  thus  may  be 
realized  God's  great  creative  purpose  —  a  perfect 
manhood. 

Student's  Home  Work. 

A.  Assigned  search  work  on  the  lesson: 

1.  The  biblical  account  of  creation. 

2.  Biblical  evidence  for  the  immanence  of  God. 

3.  Man's  spiritual  (religious)  nature  —  inherent  at 
birth  or  implanted  later? 

4.  The  need  and  function  of  an  ideal. 

5.  Conditions  governing  the  realization  of  the  ideal. 

B.  Review  questions  for  self-test: 

1.  What  are  the  activities  of  the  Spirit  in  the 
world  of  nature? 

2.  What  is  the  order  of  creation? 

3.  To  what  are  all  of  the  Spirit's  activities  tending? 

4.  When  does  man  acquire  a  spiritual  nature? 

5.  What  is  the  work  of  the  Spirit  with  reference 
to  this  spiritual  nature? 

6.  What  is  the  work  of  the  Spirit  with  reference 
to  sin? 

7.  What  with  reference  to  righteousness? 

8.  What  with  reference  to  man's  spiritual  judg- 
ment. 

9.  What  conditions  the  realization  of  God's  creative 
purpose? 

10.  What  is  the  relation  of  the  Spirit  to  this  realiza- 
tion? 

C.  Topics  for  further  study. 

I.  The  testimony  of  history  to  the  presence  in  the 
the  world  of  a  "  power  that  makes  for  right- 
eousness." 


2fy2  Bible-School  Curriculum 

2,  The  method    of    the    Spirit    in    his    manifold 
activities. 

3,  The  connection  between  the  spirit  of  man  and 
the  Spirit  of  God. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  Reports  of  the  results  of 
this  study  may  be  presented  to  the  class  from  time  to  time. 

Lesson  2^ 

man's    nature BODY    AND    SOUL 

Lesson  Material. 
EccL  12:7;  Matt.  10:28;  I  Thess.  5:23;  Clarke,  An 
Outline  of  Christian  Theology,  pp.  182-92;  Bain,  Mind 
and  Body,  pp.  6-16;  James,  Talks  to  Teachers,  pp.  15^- 
68,  64-78;  Sully,  Teacher's  Handbook  of  Psychology, 
pp.  34-44. 

Literature. 
James,  Psychology,  Vol.  I,  pp.  104-27;  Tyler,  The 
Whence  and  the  Whither  of  Man,  pp.  210-40;  Baldwin, 
The  Story  of  the  Mind;  Radestock,  Habit  in  Education; 
Halleck,  The  Education  of  the  Central  Nervous  System^ 
pp.  61-93. 

Analytical  Outline. 

man's    nature BODY    AND    SOUL 

1.  The  body. 

a)  In  its  material,  organization  and  functions,  is  ani- 
mal. 

b)  In  relationship  with  the  higher  thought  powers,  is 
man. 

2.  The  soul  (mind), 
a)  Its  activities. 

( 1 )  Feelings  —  motives  to  action. 

(2)  Intellect  —  guide  to  action. 

(3)  Will  —  power  for  action. 


Senior  Department  Course  363 

b)  Its  unity. 

(i)  This  unity  is  personality. 

(2)  This  entire    unity    affected    by    its    separate 
activities. 

(3)  This  unity  in  activity  determines  character. 
3.    The  relation  of  body  and  soul. 

a)  The  body  and  impressions. 

(i)   Impressions  come  through  the  senses. 

(2)  The  activity  of  mind  receives  and  elaborates 
these  impressions. 

(3)  This  mental  activity  is  conditioned  by  brain 
activity. 

b)  The  body  and  expression. 

(i)   Soul     (mind)     expresses    itself    through    the 
body. 

(2)  All  thought  tends  to  express  itself  in  action. 

(3)  The  resultant  of  action  is  character. 

Suggestions  for  Developing  the  Outline. 
Develop  the  outline  so  far  as  possible  by  questions.  The 
twofold  division  of  man  into  body  and  soul  has  been 
recognized  from  early  times.  This  division  the  Bible 
also  recognizes..  Have  the  class  read  Eccl.  12 : 7  and 
Matt.  10 :  28.  Man  is  connected  on  the  one  hand  with 
the  physical  universe,  on  the  other  he  is  allied  to  God. 
Note  in  regard  to  the  body  that  (i)  it  is  composed  of 
"the  dust  of  the  earth,"  i.  e.,  of  substances  similar  to 
those  which  compose  the  earth's  crust,  and  hence  is  con- 
trolled by  the  laws  of  physical  and  chemical  action;  and 
(2)  in  organization  it  resembles  the  bodies  of  animals  in 
general  and  is  classified  with  them.  We  find  in  the  two 
the  same  sense  organs,  the  same  general  functions  of 
muscle,  nerve,  and  brain,  and  find  life  sustained  by  the 
same  means  and  governed  by  the  same  natural  laws. 
But  this  body,  animal  in  its  material,  organization,  and 
functions,  is,  through  its  relation  with  higher  thought 


364  Bible-School  Curriculum 

powers,  more  than  animal  —  it  is  Man.  This  relationship 
brings  to  man  the  upright  position,  articulate  speech  and 
other  characteristics  by  which  he  is  raised  to  the  highest 
plane  although  still  akin  to  the  animal  world.  Show  here 
the  dignity  and  true  place  of  the  body,  See  i  Cor.  6 :  19. 
Seek  to  impress  upon  the  class  this  thought  of  Paul's. 
In  I  Thess.  5 :  23  we  have  a  threefold  division  made  — 
body,  soul,  spirit.  Perhaps  the  best  interpretation  of  this 
is  that  soul  and  spirit  refer  to  the  same  element  in  man 
viewed  in  different  relations.  See  Clarke,  An  Outline  of 
Christian  Theology,  p.  183.  While  wc  cannot  analyze 
the  soul  (mind)  by  the  same  means  we  apply  to  the  body, 
we  are  each  one  conscious  of  possessing  three  forms  of 
mental  activity:  (i)  the  feelings  which  serve  as  strong 
motives  to  action;  (2)  the  powers  of  intellect  (we  per- 
ceive, remember,  reason,  etc.)  which  serve  as  guides  to 
action ;  and  (3)  the  powers  of  will  which  enable  us  to 
choose  a  line  of  action  and  execute  our  choice.  These 
activities,  seemingly  separate,  in  reality  never  act  alone, 
but  form  a  unity  which  we  call  personality.  While  no 
personality  is  complete  without  these  three  elements, 
they  are  not  always  present  in  the  same  manner  and  pro- 
portion, and  this  difference  produces  individuality.  Al- 
though we  speak  of  the  mind's  separate  activities  we  must 
remember  that  the  mind  (soul)  is  an  organic  unity  and 
that  every  activity  affects  the  entire  organism.  When  we 
think  we  also  feel  and  will ;  when  we  feel  we  also  think 
and  will,  etc.  When  training  any  one  of  these  so-called 
faculties  we  must  consider  its  relation  to  the  others  in 
order  to  develop  the  most  complete  character.  The  soul 
like  the  body  grows  and  develops  as  exercised,  and  when 
the  various  powers  are  exercised  in  the  right  proportion 
we  have  the  well-balanced  personality.  What  we  are  to 
become  will  be  determined  by  the  way  this  unity  acts ;   if 


Senior  Department  Course         365 

it  acts  vigorously  and  in  the  right  proportion,  our  char- 
acter, as  already  suggested,  will  be  a  well-balanced  one; 
if  vigorously  and  in  the  right  direction,  the  resulting 
character  will  be  a  noble  one,  and  if  less  vigorously  and 
in  the  wrong  direction,  a  weak  and  evil  one.  Note  next 
the  relation  of  body  and  soul.  The  exact  nature  of  the 
connection  between  the  body  and  mind  cannot  be  ex- 
plained, but  note  some  of  the  facts  which  show  that  it  is 
an  intimate  one.  See  Bain,  Mind  and  Body.  Question 
briefly  as  to  how  impressions  are  received  through  the 
senses.  See  Sully,  Teacher's  Handbook  of  Psychology, 
pp.  22-25.  Show  importance  of  healthy  sense-organs. 
Just  how  the  activity  of  the  mind  receives  these  we  can- 
not explain,  but  the  new  impression  coming  into  the 
mind  is  met  by  old  ideas,  related  to  and  interpreted  by 
them.  In  the  light  of  the  old  the  new  impression  is 
understood,  and  by  the  new  impression  our  knowledge 
is  increased.  See  James's  Talks  to  Teachers,  pp.  155-68. 
This  activity  in  receiving  and  elaborating  these  impres- 
sions is  conditioned  by  the  activity  of  the  brain  centers. 
Mental  activity  at  any  time  depends  largely  upon  the 
amount  of  available  brain  activity,  and  this  latter  depends 
upon  (i)  nutrition,  (2)  oxygen,  (3)  rest,  and  (4)  gen- 
eral health.  "A  sound  mind  in  a  sound  body"  is  the 
ideal.  The  body  is  not  only  the  servant  of  the  mind  in 
gaining  impressions,  but  also  in  giving  expression  to 
thought.  Explain  briefly  the  physical  basis  of  this.  See 
Sully,  Teacher's  Handbook  of  Psychology,  pp.  22-25. 
Every  thought  of  the  mind  tends  to  express  itself  in 
action  through  the  body.  Where  they  are  allowed  to 
express  themselves  without  hindrance,  we  speak  of  the 
person  as  impulsive ;  where  the  action  follows  only  after 
a  lapse  of  time  or  is  entirely  stopped,  we  speak  of  the 
person  as  reflective  or  deliberate.  The  resultant  of  actions 


366  Bible-School  Curriculum 

which  involve  the  moral  element  is  character.  Show  the 
importance  of  habit  in  this  connection.  See  James's 
Talks  to  Teachers,  pp.  64-78.  In  conclusion  emphasize 
the  thought  that  it  is  the  purpose  of  education  to  make 
these  actions  numerous  and  perfect. 

Applicatory  Summary. 

1.  Man  is  more  than  animal  through  the  possession  of 
the  higher  thought  powers. 

2.  Each  of  the  soul's  threefold  activities  must  be  de- 
veloped that  we  may  act  vigorously  and  wisely. 

3.  Every  activity  affects  the  entire  self  and  the  resultant 
of  the  various  activities  determines  character. 

4.  The  soul  depends  upon  the  body  for  its  impressions, 
and  in  its  receiving  and  elaborating  activity  is  con- 
ditioned by  the  activity  of  the  brain.  Hence  the 
necessity  for  a  sound  body. 

5.  All  of  the  soul's  activities  tend  to  express  themselves 
in  movement,  in  action.  We  have  the  power  to  check 
or  to  allow  such.  What  we  finally  choose  to  do  deter- 
mines our  moral  character. 

Student's  Home  Work. 

A.  Assigned  search  work  on  the  lesson: 

1.  The  evolution  of  the  body  (very  briefly). 

2.  The  inter-relations  of  the  soul's  activities. 

3.  The  value  of  the  senses  to  man. 

4.  Conditions  necessary  to  the  highest  brain  activity. 

5.  Relation  of  action  to  character. 

B.  Review  questions  for  self-test: 

1.  In  what  respects  is  man  related    to    the    animal 
world  ? 

2.  In  what  respects  is  man  distinguished  from  ani- 
mals? 


Senior  Department  Course         367 

3.  What  are  the  distinctive  functions  of  the  three 
activities  of  the  soul  or  mind? 

4.  What  conditions    the    development    of    a    well- 
balanced  character? 

5.  Give  some  evidence  for  the  close  relationship  of 
mind  and  body? 

6.  What  is  the   relation  of  the  senses   to  mental 
growth  ? 

7.  Explain  briefly  the  physical  basis  of  mental  life. 

8.  What  conditions  vigorous  mental  activity? 

9.  What  is  the  relation  of  thought  to  action? 
10.    What  is  the  relation  of  action  to  character? 

C.    Topics  for  further  study: 

1.  The    relation    of   the   soul's    unity   to    religious 
education. 

2.  Environment  as  a  factor  in  character  formation. 

3.  The  importance  of  expression  for  development. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  Reports-  of  the  results  of 
this  study  may  be  presented  to  the  class  from  time  to  time. 

Lesson  22 
Analytical  Outline. 

THE    HOLY    SPIRIT   AND    THE    REVELATION    OF    TRUTH 

1.  Revealing  truth  to  the  world  in  general. 

a)  Through  nature. 

b)  Through  human  experience. 

c)  Through  direct  impression  upon  the  human  mind. 

d)  Conditioned  by  man's  attitude. 

2.  Revealing  truth  to  God's  chosen  messengers. 

a)  To  the  prophets  —  his  message  to  Israel. 

b)  To  the  apostles  and  first  disciples  —  his  message, 
to  the  Gentiles. 


368  Bible-School  Curriculum 

c)  To  preachers   and  teachers  —  his   message  to  the 
world, 

d)  Conditioned  by  the  messengers*  natures. 
3.   Revealing  truth  to  the  Christian, 

o)  Progressively  reveals  the  glory  of  Christ, 

b)  Brings  to  remembrance  Christ's  teachings. 

c)  Guides  the  believer  into  all  truth, 

d)  Conditioned   by   the   believer's   spirit   and   oppor- 
tunities. 

Lesson  23 
Analytical  Outline. 

THE  HOLY  SPIRIT  AND  THE  BEGINNINGS   OF  THE  DIVINE  LIFE 

1.  The  divine  life  in  man. 

o)  One  aspect  of  man's  life  at  birth, 

b)  Should  develop  with  other  parts  of  his  nature. 

c)  This  development  dependent  upon  conditions. 

2.  The  work  of  the  Spirit. 

o)  To  nurture  this  life  from  the  beginning, 

b)  To  awaken   this    life   when   its    development   has 
been  neglected. 

c)  To  begin  the  actualization  of  possibilities. 
(i)  By  presenting  truth. 

(2)  By  inspiring  to  an  active  living  of  the  truth. 

3.  The  work  of  man. 

a)  To  turn  from  wrong-doing. 

b)  To  seek  the  truth. 

c)  To  trust  in  the  Divine  Character  as  revealed. 

Lesson  24 
Analytical  Outline. 

THE    HOLY    SPIRIT    AND    THE    PROGRESS    OF    THE    DIVINE    LIFE 

I.    Implications  of  progress. 

a)  A  spiritual  ideal. 

b)  A  struggle  toward  this  ideal. 

c)  A  gradual  realization  of  the  ideal  in  life. 


Senior  Department  Course         369 

2.    Conditions  of  progress, 
o)  Fulfilled  by  man. 

(i)  Right  attitude  —  openness  to  truth. 

(2)  Right  desire  —  hunger  and  thirst  after  right- 
eousness. 

(3)  Right  action  —  action  according  to  light. 
b)  Fulfilled  by  the  Spirit. 

(i)  Reveals  truth  to  the  open  mind. 

(2)  Inspires  right  desires. 

(3)  Gives  power  for  right  action. 

Lesson  25 
Analytical  Outline. 

the  holy  spirit  and  the  progress  of  the  divine  life 
(conclusion) 

1.  Implications  of  progress.  ) 

2.  Conditions  of  progress.    \  ^^^^^^  Wesson  24. 

3.  Aids  to  progress. 

a)  Prayer. 

b)  Worship. 

c)  Study  and  meditation. 

d)  Service. 

4.  Inspiration  to  progress. 

a)  Increase  of  knowledge. 

b)  Development  of  power. 

c)  Widening  of  the  field  of  service. 

d)  Possibility  of  a  character  like  unto  Christ's. 

Lesson  28 
Analytical  Outline. 

MAN   A   MORAL  BEING 

I.    Implications  of  moral  being. 

a)  Power  to  form  ethical  ideals. 

b)  Power  of  choice  in  view  of  such  ideals. 


370  Bible-School  Curriculum 

c)  A   moral   sense,   i.    e.,   a   sense   of  obligation,   of 
"oughtness"  with  reference  to  the  right. 
2.   Elements  of  moral  action. 
a)  Ethical  knowledge. 
h)  Right  motive. 
c)  Freedom  of  choice. 

Lesson  29 

MAN  A  MORAL  BEING  (CONCLUSION) 

Analytical  Outline. 

I.    Implications  of  moral  being 


ng.    ) 


.  ,  Review  Lesson  28. 

2.  Elements  of  moral  action. 

3.  Man's  moral  nature. 

o)  Potential,  not  actual,  at  birth. 
h)  Developed  through  service. 

c)  This  development  dependent  upon  instruction  and 
example. 

4.  Man's  moral  responsibility. 

a)  Elements  of  responsibility. 

(i)  Responsible  for  use  of  intellect  which  deter- 
mines truth. 

(2)  Responsible  for  control  of  feelings  which  im- 
pel to  action. 

(3)  Responsible  for  activity  of  will  which  makes 
choices. 

h)  Factors  limiting  responsibility. 
(i)  An  abnormal  nature. 

(2)  A  degrading  environment. 

(3)  A  lack  of  education. 


Senior  Department  Course         371 

Lesson  30 
Analytical  Outline. 

MAN  AND  ETERNAL  LIFE 

1.  Meaning  of  eternal  life. 

a)  Continuous  existence  —  immortality. 

b)  Continuous  development. 

c)  Condition  of  happiness. 

2.  Conditions  necessary  to  eternal  life. 

a)  An  eternal  being  —  God. 

b)  A  being  with  capacity  for  such  life  —  man. 

c)  A  vital  relation  between  these  two  —  God  and 
man. 

3.  Biblical  basis  for  belief  in  eternal  life. 
o)  With  reference  to  immortality. 

b)  With  reference  to  development. 

c)  With  reference  to  happiness. 

4.  Scientific  basis  for  belief  in  eternal  life. 

a)  With  reference  to  immortality. 

b)  With  reference  to  development. 

c)  With  reference  to  happiness. 

Lesson  31 
Analytical  Outline. 

nature  of  evil  and  sin 
I.    Evil  —  its  nature  and  relation  to  life. 

o)  Definition :  Any  choice  or  action  which  interferes 
with  the  highest  development  of  our  nature,  physi- 
cal, mental,  or  spiritual. 

b)  Is  relative,  not  absolute;  determined  by  individual 
conditions. 

c)  Is  learned  first  by  experience. 

d)  Persisted  in,  tends  to  loss  and  finally  death. 


372  Bible-School  Curriculum 

2.   Evil  —  its  relation  to  law. 

a)  Known   evil   determines   individual   and   national 
customs. 

b)  National  customs  are  crj^stallized  into  laws. 

c)  Laws  are  substituted  for  experience  as  guides. 

Lesson  32 
Analytical  Outline. 

NATURE  OF  EVIL  AND  SIN    (CONCLUSION) 

1.  Evil  —  its  nature  and  relation  to  life.    )     Review 

2.  Evil  —  its  relation  to  law.  l"  Lesson  31. 

3.  Sin  —  its  relation  to  law. 

a)  Law  furnishes  a  standard  of  conduct. 

b)  Failure  to  attain  this  known  standard  is  sin. 

c)  The  guilt  of  sin  depends  upon  knowledge  of  the 
standard  and  the  power  to  resist. 

4.  Sin  —  its  several  aspects. 

o)  In   relation  to  its   own  character  —  the   condem- 
nable. 

b)  In  relation  to  the  nature  of  man  —  the  abnormal. 

c)  In  relation  to  the  standard  of  duty  —  any  depart- 
ure from  such. 

d)  In  relation  to  its  motive  —  the  selfish. 

e)  In  relation  to  God's  moral  government  —  any  op- 
position to  such. 

Lesson  33 
Analytical  Outline. 

reality  and  universality  of  sin 
I.   The  testimony  of  revelation. 

o)  The  Old  Testament  revelation. 

(i)  The  earlier  prophets  and  national  sin. 
(2)  The  later   prophets   and   individual   responsi- 
bility. 


Senior  Department  Course         373 

b)  The  New  Testament  revelation. 

(i)  The  experience  and  teaching  of  Jesus. 

(2)  The  experience  and  teaching  of  the    apostles. 

2.  The  testimony  of  man. 

a)  Each  one  condemned  by  his  own  conscience. 

b)  All  pronounced  sinful  by  the  general  moral  judg- 
ment of  man. 

3.  The  testimony  of  facts. 

a)  The  witness  of  personal  experience. 

b)  The  witness  of  observed  experiences  of  others. 

Lesson  34 
Analytical  Outline. 

PENALTY  OF  SIN 

1.  The  nature  of  penalties. 

a)  As  related  to  physical  law  (a  true  penalty), 
(i)  A  fixed  amount  of  suffering. 

(2)  Operative  upon  all  alike. 

(3)  Retributive  in  character. 

b)  As  related  to  moral  law  (a  true  punishment), 
(i)  Suffering  determined  in  amount  by  guilt. 

(2)  Individual  in  application,  conditioned  by  cir- 
cumstances. 

(3)  Educative  in  character. 

2.  The  purposes  of  penalties. 

a)  To  increase  respect  for  law. 

b)  To  warn  the  evil-minded. 

c)  To  guide  the  right-minded. 

d)  To  reclaim  the  law-breaker. 

3.  The  character  of  the  penalty  for  sin. 

a)  Conditioned  by  guilt. 

b)  Certain  in  operation. 

c)  Final  outcome  spiritual  death. 


374  Bible-School  Curriculum 

Lesson  35 
Analytical  Outline. 

FREEDOM    FROM    SIN 

1.  Through  forgiveness  of  the  past, 
o)  Nature  of  forgiveness. 

(i)  Removes  the  cause  of  offense. 

(2)  Checks  the  moral  consequences  of  sin. 

(3)  Restores  to  fellowship  the  sinner. 

b)  Conditions  of  forgiveness. 

(i)  Turning  from  the  old  life. 

(2)  Acceptance  of  a  new  ideal  of  life. 

(3)  Willingness  to  make  amends  for  past  misdeeds. 

(4)  Readiness  to  forgive  others. 

c)  The  plan  of  forgiveness, 
(i)  Universal  in  scope. 

(2)  Fulfilment  of  conditions  required  of  all. 

(3)  Revealed  and  exemplified  by  Jesus. 

2.  Through  bestowal  of  power  for  the  present. 

a)  The  work  of  the  Spirit. 

b)  Sufficient  for  every  need. 


§  9.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  C 

A.     REFERENCE  READING  FOR  THE  TEACHER 

Bridgman,  The  Master  Idea  (The  Pilgrim  Press,  Boston). 
Caird,  Fundamental  Ideas  of  Christianity  (The  Macmillah  Co., 

New  York). 
Clarke,  An  Outline  of  Christian  Theology  (Charles  Scribner's 

Sons,  New  York). 
Fiske,    The   Idea   of   God,    and   Life  Everlasting    (Houghton, 

Mifflin  &  Co.,  Boston). 
Gladden,  Tools  and  the  Man  ^(Houghton,  Mifflin  &  Co.,  Boston). 


Senior  Department  Course         375 

Goodspeed,  Israel's  Messianic  Hope  to  the  Time  of  Jesus  (The 

Macmillan  Co.,   New  York). 
Gordon,  The  Witness  to  Immortality  in  Literature,  Philosophy, 

and  Life,  and   Ultimate  Conceptions  of  Faith   (Houghton, 

Mifflin  &  Co.,  Boston). 
Heuver,    The    Teaching   of  Jesus   concerning    Wealth    (F.    H. 

Revell  Co.,  Chicago). 
Hyde,  God's  Education  of  Man,  and  Jesus'   Way   (Houghton, 

Mifflin  &  Co.,  Boston). 
Mathews,  The  Social  Teaching  of  Jesus  (The  Macmillan  Co., 

New  York). 
Palmer,  The  Field  of  Ethics   (Houghton,  Mifflin  &  Co.,  Bos- 
ton). 
Peabody,  Jesus  Christ  and  the  Social  Question  (The  Macmillan 

Co.,  New  York). 
Salmond,    The    Christian    Doctrine    of    Immortality    (Charles 

Scribner's  Sons,  New  York). 
Van  Dyke,  The  Gospel  for  an  Age  of  Doubt,  and  The  Gospel 

for  a  World  of  Sin  (The  Macmillan  Co.,  New  York). 

B.     READING   AND    REFERENCE   BOOKS    FOR  THE    PUPIL 

Coe,  The  Religion  of  a  Mature  Mind  (F.  H.  Revell  Co.,  Chi- 
cago). 
Gilbert,  A  Primer  of  the  Christian  Religion   (The  Macmillan 

Co.,  New  York). 
Gladden,    The   Church   and    the   Kingdom    (F.    H.    Revell   Co., 

Chicago). 
Jefferson,    Things   Fundamental    (Thomas   Y.    Crowell   &   Co., 

New  York). 
Palmer,   The  Nature  of  Goodness    (Houghton,   Mifflin   &   Co., 

Boston). 
Peabody,  The  Religion  of  an  Educated  Man   (The  Macmillan 

Co.,  New  York). 
Speer,  The  Principles  of  Jesus   (F.   H,   Revell  Co.,   Chicago). 
Willett,  Basic  Truths  of  the  Christian  Faith   (The  Christian 

Century  Co.,  Chicago). 


376  Bible-School  Curriculum 

§  10.     OUTLINE  OF  THE  COURSE  FOR  GRADE  D 

GRADE     SUBJECT  :        THE     CHRISTIAN     RELIGION  :        ITS     SUPREME 
WORTH,  AS   COMPARED  WITH   OTHER  GREAT   WORLD  RELIGIONS 

Part  I— Judaism. 

1.  The  Hebrew  people. 

2.  Primitive  Judaism. 

3.  Judaism  in  the  national  period. 

a)  In  the  period  of  the  united  kingdom. 

4.  b)  In  the  period  of  the  divided  kingdom. 

5.  Its  development  in  the  exile  period. 

6.  Its  essential  elements  in  the  time  of  Christ. 

7.  The  fruits  of  Judaism. 

8.  Judaism  and  Christianity. 

9.  Revieiv. 

Part  2— Zoroastrianism. 

10.  Persia  and  its  people. 

11.  Zoroaster  and  the  origin  of  Zoroastrianism. 

12.  Its  sacred  books. 

13.  An  outline  of  its  teachings. 

14.  An  outline  of  its  teachings. 

15.  Its  forms  of  worship. 

16.  The  fruits  of  Zoroastrianism. 

17.  Zoroastrianism  and  Christianity. 

18.  Review. 

Part  3 — Confucianism. 

19.  China  and  its  people. 

20.  The  life  of  Confucius. 

21.  Its  sacred  books. 

22.  An  outline  of  its  teachings. 

23.  An  outline  of  its  teachings. 

24.  Its  form  of  worship. 


Senior  Department  Course         377 

25.  The  fruits  of  Confucianism. 

26.  Confucianism  and  Christianity. 

27.  Review. 

Part  4 — Mohammedanism. 

28.  The  Moslem  lands  and  peoples. 

29.  The  life  of  Mohammed. 

30.  Its  sacred  books. 

31.  An  outline  of  its  teachings. 

32.  An  outline  of  its  teachings. 

33.  An  outline  of  its  teachings. 

34.  Its  forms  of  worship. 

35.  The  fruits  of  Mohammedanism. 

36.  Mohammedanism  and  Christianity. 

37.  Review. 

Part  5— The  religions  of  India. 

38.  The  land  and  people  of  India. 

39.  Origin  and  development  of  the  various  religions. 

40.  The  sacred  books. 

41.  The  sacred  books. 

42.  An  outline  of  their  teachings. 

43.  An  outline  of  their  teachings. 

44.  Review. 

45.  An  outline  of  their  teachings. 

46.  An  outline  of  their  teachings. 

47.  The  various  forms  of  worship. 

48.  The  fruits  of  the  Indian  religions. 

49.  The  Indian  religions  and  Christianity. 

50.  Review. 

Special  Lessons. 

51.  Christmas  lesson. 

52.  Easter  lesson. 


378  Bible-School  Curriculum 

§  ii.  suggestive  lesson  plans  for  grade  d 

Lessons  19  to  23 

Lesson  19 

china  and  its  people 

Analytical  Outline. 

1.  The  country. 

a)  Geographical  features. 

b)  Influence  upon  the  people. 

2.  The  history. 

a)  Mythical  period  (before  2850  B.  C.) — achieve- 
ments of  godlike  heroes. 

b)  Legendary  period  (2850-1122  B,  C) —beginnings 
of  inventions,  commerce,  literary,  and  political 
culture. 

c)  Historic  period  (1122  B.  C.-1840  A.  D.)— de- 
velopment of  institutions. 

d)  Modern  historic  period  (1840-  )— contact 
with  Western  nations,  missionary  work,  and  effects. 

3.  The  people. 

a)  Characteristics. 

(i)  As  individuals  —  filial  piety,  industry,  tem- 
perance, immorality, 

(2)  As  a  nation  —  clannishness,  respect  for  author- 
ity, conservatism. 

b)  Life  of  the  people. 

(i)  Social  —  rather  unsocial,  strict  ceremonial 
observed. 

(2)  Intellectual  —  elementary  education  universal. 

(3)  Religious  —  superstitious    and    materialistic. 


Senior  Department  Course         379 

4.   The  main  religions. 

a)  Confucianism  —  a    code    of    ethics    based     upon 
authority. 

b)  Taoism  —  metaphysical  and  retributive. 

c)  Buddhism  —  aims  at  annihilation. 

Lesson  20 
the  life  of  confucius 
Analytical  Outline. 

1.  The  times. 

c)  Feudal  system  in  force. 

b)  A  period  of  anarchy  and  discord. 

2.  Birth  and  ancestry  of  Confucius. 

3.  His  education  and  early  life. 

4.  Important  periods  in  his  life. 

o)  Life  as  an  officer,  to  fifty-sixth  year. 

b)  Twelve  years  of  wandering. 

c)  Five  years  of  teaching. 

5.  Work  accomplishel. 

a)  Founded  a  new  system  of  morals,  characterized  by : 
(i)   Subordination  to  superiors. 

(2)  Upright  dealings  with  fellow-men. 

(3)  Prudential  virtue. 

(4)  Unity  of  family  and  national  life. 

b)  Modified  and  universalized  the  educational  system. 

6.  Traits  of  character. 

a)  Unpretentious  simplicity. 

b)  Frank  practicalness. 

c)  Prudence. 

d)  Confidence. 


380  Bible-School  Curriculum 

7.   Estimate  of  character  and  work. 

a)  "  K'ung,  the  ancient  teacher,  the  perfect  sage."  — 
From  the  Chinese. 

b)  "  A  transmitter  and  not  a  maker,  beHeving  in  and 
loving  the  ancients."  —  Confucius   (of  himself). 

c)  "  He  taught  ethics,  letters,  devotion  of  soul,  and 
truthfulness."  —  From  the  Analects. 

Lesson  21 
the  sacred  books  of  china 

Analytical  Outline. 
I.   Names  and  contents. 
a)  The  Five  Classics. 

(i)  Yi-King  or  Book  of  Changes  —  A  kind  of 
nature  system. 

(2)  Shu-King  or  Book  of  History  —  Historical 
documents. 

(3)  Shih-King  or  Book  of  Odes  —  National  airs, 
lesser  eulogies,  greater  eulogies  and  the  Song 
of  Homage. 

(4)  Li  King  or  Book  of  Rites  —  Ceremonies  for 
officers  and  scholars. 

(5)  Chun-Tsew  or  Spring  and  Autumn  Annals  — 
A  record  of  events  by  Confucius. 

&)  The  Four  Books. 

(i)  Ta-Heo  or  The  Great  Learning  —  Duties  of 
political  government. 

(2)  Chung-Yung  or  The  Doctrine  of  the  Mean  — 
An  expository  treatise. 

(3)  Lun-Yu  or  The  Analects  of  Confucius  — 
Sayings  of  the  Master. 

(4)  Mang-Tsse  or  Works  of  Mencius  —  By  a 
pupil. 


Senior  Department  Course         381 

2.  Characteristics  of  style, 
o)   Purity. 

b)  Didactic  maxims. 

c)  Laconic  expressions. 

3.  Characteristic  teachings. 

o)  Prudential  virtue  the  highest  ideal  of  the  moral 
system. 

b)  Filial  duty  emphasized. 

c)  Details  of  etiquette  and  conduct  shown. 

d)  A  united  and  peaceful  empire  the  ideal. 

e)  Example  is  all  but  omnipotent. 

/)  The  Law  of  Retaliation  regarded. 

g)  Learning  is  necessary  to  every  pursuit  and  virtue. 

h)  Man  is  by  nature  originally  good. 

Lesson  22 
an  outline  of  confucian  teachings 

Lesson  Material. 
Grant,  The  Religions  of  the  World,  pp.  44-54. 

Literature. 
Douglas,  Confucianism,  pp.  65-170;  Legge,  Life  and 
Teachings  of  Confucius,  pp.  100-115;  Legge,  Religions  of 
China,  pp.  1-58,  67-149;  Loomis,  Confucius  and  the 
Chinese  Classics,  pp.  56-62;  Edkins,  Religion  in  China, 
pp.  iS-38. 

Analytic  Outline. 

AN    OUTLINE    OF    CONFUCIAN    TEACHINGS 

I.    The  conception  of  deity. 

a)  Vague  concept  of  an  intelligent  First  Cause. 

b)  Characteristics  of  this  First  Cause, 
(i)   Creating  and  ruling  all. 

(2)  Not  actively  concerned  with  maa 


382  Bible-School  Curriculum 

2.  The  conception  of  spirits. 

o)   Belief  in  their  existence  universal. 
b)  The  two  classes. 

(i)  Nature  spirits  (rivers,  mountains,  sun,  wheat, 
etc.). 

(2)  Ancestral  spirits. 

3.  The  conception  of  worship. 

a)  Emperor   alone   can   worship    Heaven,   the   First 
Cause. 

b)  The  Emperor  and  the  educated  classes  can  worship 
nature  spirits. 

c)  Everyone  worships  ancestral  spirits. 

Suggestions  for  Developing  the  Outline. 

Develop  the  outline  so  far  as  possible  by  questions.  At 
the  proper  time  have  the  papers  prepared  upon  the  topics 
suggested  under  "Assigned  search-work  on  the  lesson" 
read  to  the  class.  Encourage  a  free  discussion  of  the 
good  and  bad  points  of  the  Confucian  beliefs  and  teach- 
ings. At  the  close  of  the  hour  briefly  review  the  de- 
veloped outline,  and  summarize  the  pomts  made  by  the 
class  in  the  discussion. 

Student's  Home  Work. 

A.  Assigned  search-work  on  the  lesson: 

1.  The  belief  in  a  Creative  Principle. 

2.  The    relation  of  the  First  Cause  to  man. 

3.  Development  of  the  belief  in  nature-spirits. 

4.  Development  of  the  belief  in  ancestral-spirits. 

5.  The  idea  of  worship. 

B.  Review  questions  for  self-test: 

1.  What  is  the  oldest  Chinese  idea  of  deity? 

2.  What  is  the  present  idea? 

3.  What  is  the  relation  of  the  First  Cause  to  man? 

4.  What  are  the  causes  of  the  belief  in  spirits  ? 


Senior  Department  Course  383 

5.  What  classes  of  spirits  are  believed  in? 

6.  Characterize  both. 

7.  How  does  this  belief  affect  their  domestic  and 
social  life? 

8.  What  are  the  objects  of  worship  for  the  different 
classes  of  people? 

9.  What  are  some  of  the  good  points  in  the  ideas 
presented  in  the  outline? 

10.    What  are  some  of  the  objections  to  these  ideas? 
C.    Topics  for  further  study: 

1.  Primitive  nature-worship  in  China. 

2.  Origin  and  development  of  ancestor-worship. 

3.  The  worship  of  "  Heaven." 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  Reports  of  the  results  of 
this  study  may  be  presented  to  the  class  from  time  to  time. 

Lesson  23 
an  outline  of  confucian  teachings  (conclusion) 
Lesson  Material. 

See  preceding  lesson. 
Literature. 

See  preceding  lesson. 
Analytic  Outline. 

AN    OUTLINE    OF     CONFUCIAN    TEACHINGS    (CONCLUSION) 

1.  The  conception  of  deity.         ^ 

2.  The  conception  of  spirits.       J.  Review  Lesson  22. 

3.  The  conception  of  worship.    1 

4.  The  conception  of  man. 
0)  His  nature. 

(1)  Intelligent  and  essentially  good. 

(2)  Development  results  in  sin  or  the  preservation 
of  original  purity. 


384  Bible-School  Curriculum 

b)  Classes  of  men. 

(i)  Sage  —  the  equal  of  heaven. 

(2)  Superior  man  —  attainable  by  all  who  will. 

(3)  Ordinary  man  —  on  a  low  plane,  without  hope. 

c)  The  ideal  the  superior  man. 

(i)  Definition:     one    who    carefully   perfects   the 
original  goodness  of  his  nature. 

(2)  Steps  in  attainment. 

Learning. 

Sincerity. 

Heart  set  on  virtue. 

Cultivation  of  person,  family,  state. 

Valor,  benevolence,  loyalty,  etc. 

(3)  This    attainment    dependent    upon    the    indi- 
vidual's own  power. 

5.   The  conception  of  the  ideal  state. 

a)  The  ultimate  aim  of  both  education  and  religion. 

b)  Essential  elements. 

(i)  An  ideal  ruler  —  the  Great  Father. 
(2)  An  implicitly  obedient  people  —  the  reverent 
children. 

c)  Citizenship  means  salvation. 

Suggestions  for  Developing  the  Outline. 

Develop  the  outline  so  far  as  possible  by  questions.  At 
the  proper  time  have  the  papers  prepared  upon  the 
topics  suggested  under  "Assigned  search  work  on  the 
lesson"  read  to  the  class.  Encourage  a  free  discussion 
of  the  good  and  bad  points  of  the  Confucian  beliefs  and 
teachings.  At  the  close  of  the  hour  briefly  review  the 
developed  outline,  and  summarize  the  points  made  by  the 
class  in  the  discussion. 


Senior  Department  Course         385 

Student's  Home  Work. 

A.  Assigned  search  work  on  the  lesson: 

1.  The  nature  of  man. 

2.  The  results  of  the  development  of  this  nature. 

3.  A  description  of  the  classes  of  men. 

4.  Ideal  manhood  and  its  attainment. 

5.  The  essential  elements  in  the  ideal  state. 

B.  Review  questions  for  self-test: 

1.  What  is  the  Chinese  idea  of  man's  nature? 

2.  What  is  the  Confucian   idea  of  sin   and  right- 
eousness? 

3.  What  are  the  three  classes  of  men? 

4.  What  are  the  characteristics  of  the  highest  class  ? 

5.  What  are  the  characteristics  of  the  second? 

6.  What  are  the  steps  in  attaining  the  latter  ideal? 

7.  By  what  power  is  this  ideal  attained  ? 

8.  What  becomes  of  the  men  who  do  not  attain  this 
ideal? 

9.  What  is  the  Confucian  conception  of  an  ideal 
state  ? 

10.   What  are  some  of  the  objections  to  these  teach- 
ings? 

C.  Topics  for  further  study. 

1.  The  character  of  a  sage. 

2.  The  "superior"  man  as  an  ideal. 

3.  The  effects   of  the  vagueness   of  the  belief  in 
im.monality  of  the  soul. 

4.  The  motives    to   higher   living    found   in    Con- 
fucianism. 

Note. —  The  teacher  should  supply  references  to  standard 
literature  upon  the  above  topics.  Reports  of  the  results  of 
this  study  may  be  presented  to  the  class  from  time  to  time. 


386  Bible-School  Curriculum 

§  12.     BOOKS  RELATING  TO  THE  WORK  OF  GRADE  D 

A.     REFERENCE  READING  FOR  THE  TEACHER 

Bettany,  The  World's  Religions  (Charles  Scribner's  Sons,  New 

York). 
Clarke,  Ten  Great  Religions,  2  vols.  (Houghton,  MifBin  &  Co., 

Boston). 
Fairbairn,  The  Philosophy  of  the  Christian  Religion  (The  Mac- 

millan  Co.,  New  York). 
Giles  and  others,  Great  Religions  of  the  World  (Harper  and 

Brothers,  New  York). 
Hopkins,  Religions  of  India  (Ginn  &  Co.,  Boston). 
Legge,    Religions    of    China    (Charles    Scribner's    Sons,    New 

York). 
Menzies,  History  of  Religion   (Charles  Scribner's  Sons,  New 

York). 
Moffat,  Comparative  History  of  Religions  (Dodd,  Mead  &  Co., 

New  York). 
Smith,     Mohammed     and     Mohammedanism     /Harper     and 

Brothers,  New  York). 
Tisdall,  Religion  of  the  Crescent  (Thomas  Nelson  &  Son,  New 

York). 
Toy,  Judaism  and  Christianity  (Little,  Brown  &  Co.,  Boston). 

B.     READING   AND   REFERENCE  BOOKS   FOR  THE   PUPIL 

Burrell,  The  Religions  of  the  World   (Presbyterian  Board  of 

Publication,  Philadelphia). 
Farrar  and  others,  Non-Biblical  Systems  of  Religion   (Eaton 

&  Mains,  New  York). 
Grant,  Religions  of  the  World  (A.  D.  F.  Randolph  &  Co.,  New 

York). 
Hard  wick,    Christ   and   Other  Masters    (The    Macmillan   Co., 

New  York). 


PART  V 

THE   MANHOOD  AND  WOMANHOOD  PERIOD 
AND  THE  ADULT  DEPARTMENT 


CHAPTER  XI 

SUGGESTED    COURSES    OF    STUDY    WITH 
SELECTED  REFERENCE  BOOKS 

In  the  Adult  Department  all  work  should  be 
elective,  the  required  graded  courses  ending  with 
the  Senior  Department.  In  the  classes  in  this  de- 
partment, some  subjects  which  have  been  studied 
in  outline  and  in  a  more  or  less  elementary  way  in 
other  departments  of  the  school,  may  now  be 
studied  more  comprehensively  and  thoroughly. 
In  addition  to  these  subjects  there  are  many  others 
which  are  not  only  suitable  for  the  advanced 
classes  forming  this  department,  but  which  will 
prove  both  interesting  and  profitable  if  presented 
by  competent  teachers.  A  number  of  such  courses 
of  study  are  suggested  in  the  two  sections  follow- 
ing, with  lists  of  text  and  reference  books. 


§  I.     COURSES  OFFERED  BY  THE  AMERICAN   INSTI- 
TUTE OF  SACRED  LITERATURE 
Address:    Hyde  Park,  Chicago 
(The  lists  of  books  for  these  courses  have  been  pre- 
pared by  Professor  Clyde  W.  Votaw,  Ph.D.,  of  The  Uni- 
versity of  Chicago.) 

I.     THE   LIFE    OF    CHRIST 

Text  Books: 

Nine  (monthly)  bulletins  for  study  of  The  Life  of  Christ ; 
prepared  by  the  American  Institute  of  Sacred  Literature. 

389 


390  Bible-School  Curriculum 

Burton  and  Mathews,  Constructive  Studies  in   the  Life  ef 

Christ   (University  of  Chicago  Press,  Chicago). 
Reference  Books : 

Rhees,  Life  of  Jesus  of  Nazareth  (Charles  Scribner's  Sons, 

New  York). 
Sanday,   art.   "  Jesus    Christ "    in    Hastings's   Dictionary    of 

the  Bible,  Vol.  II  (Charles  Scribner's  Sons,  New  York). 
Edersheim,  The  Life  and  Times  of  Jesus  the  Messiah,  2  vols. 

(A.  D.  F.  Randolph  &  Co.,  New  York). 
Andrews,  The  Life  of  Our  Lord  (Charles  Scribner's  Sons, 

New  York). 
Weiss,  The  Life  of  Christ,  3  vols.     (Charles  Scribner's  Sons, 

New  York). 
Seeley,  Ecce  Homo  (Little,  Brown  &  Co.,  Boston). 
Stevens  and   Burton,  A   Harmony   of   the   Gospels   (Silver, 

Burdett  &  Co.,  Boston). 

II.     THE  FORESHADOWINGS  OF  THE   CHRIST 

Text  Books: 

Nine  (monthly)  bulletins  for  study  of  The  Foreshadowings 

of  the   Christ ;    prepared  by  the   American   Institute   of 

Sacred  Literature. 
Harper,   Constructive  Studies  in  the  Prophetic  Element  in 

the   Old  Testament   (The  University  of  Chicago   Press, 

Chicago). 
Reference  Books :  ■ 
Geodspeed,   Israel's  Messianic   Hope    (The   Macmillan    Co., 

New  York). 
Kirkpatrick,  The  Doctrine  of  the  Prophets  (The  Macmillan 

Co.,  New  York). 
Smith  (W.  R.),  The  Prophets  of  Israel  (The  Macmillan  Co., 

New  York). 
Davidson,  Old  Testament  Prophecy  (Charles  Scribner's  Sons, 

New  York). 
Driver,  The  Life  and  Times  of  Isaiah  (A.  D.  F.  Randolph 

&  Co.,  New  York). 
Cheyne,   The  Life  and  Times  of  Jeremiah   (A.  D.  F.  Ran- 
dolph &  Co.,  New  York). 


Suggested  Courses  of  Study        391 

Smith   (G.  A.),  The  Book  of  the  Twelve  Phophets,  2  vols. 

(A.  C.  Armstrong  &  Son,  New  York). 
Riehm,  Messianic  Prophecy   (Charles  Scribner's  Sons,  New 

York). 
Briggs,  Messianic  Prophecy  (Charles  Scribner's  Sons,  New 

York). 

III.  THE  FOUNDING  OF  THE  CHJIISTIAN   CHURCH 

Text  Books: 

Nine  (monthly)  bulletins  for  study  of  The  Founding  of  the 

Christian   Church ;    prepared  by  the  American   Institute 

of  Sacred  Literature. 
Burton  and  Mathews,  Constructive  Studies  in  the  Apostolic 

Age  (The  University  of  Chicago  Press,  Chicago). 

Reference  Books: 

Purves,  The  Apostolic  Age   (Charles  Scribner's  Sons,  New 

York). 
Rackham,  Commentary  on  the  Acts  of  the  Apostles  (E.  S. 

Gorham,  New  York). 
McGiffert,  The  Apostolic  Age  (Charles  Scribner's  Sons,  New 

York). 
Weizsacker,    The   Apostolic   Age   of   the   Christian   Church, 

2  vols.     (G.  P.  Putnam's  Sons,  New  York). 
Bartlet,   The  Apostolic  Age   (Charles   Scribner's  Sons,  New 

York). 
Ramsay,  St.  Paul  the  Traveller  and  Roman  Citizen  ;(G.  P. 

Putnam's  Sons,  New  York). 
Chase,   The   Credibility   of  the  Acts   of  the  Apostles    (The 

Macmillan  Co.,  New  York). 

IV.  THE   WORK   OF  THE   OLD   TESTAMENT    SAGES 

Text  Books: 

Nine  (monthly)  bulletins  for  study  of  The  Work  of  the  Old 
Testament   Sages ;    prepared  by  the   American   Institute 
of  Sacred  Literature. 
Kent,  Wise  Men  of  Ancient  Israel  (Silver,  Burdett  &  Co., 
Boston). 


392  Bible-School  Curriculum 

Reference  Books: 

Davison,    The    Wisdom   Literature   of   the    Old    Testament 

(C.  H.  Kelly,  London). 
Davidson,   Commentary  on  Job    (The  Macmillan   Co.,   New 

York). 
Cheyne,  Job  and  Solomon  (The  Macmillan  Co.,  New  York). 
Plumptre,  Commentary  on  Ecclesiastes  (The  Macmillan  Co., 

New  York). 
Toy,  Commentary  on  the  Book  of  Proverbs  (Charles  Scrib- 

ner's  Sons,  New  York). 
Horton,   The  Book  of  Proverbs  (A.  C.  Armstrong  &  Son, 

New  York). 

V.    THE  WORK  OF  THE  OLD  TESTAMENT  PRIESTS 

Text  Books: 

Nine  (monthly)  bulletins  for  study  of  The  Work  of  the  Old 
Testament  Priests ;  prepared  by  the  American  Institute 
of  Sacred  Literature. 

Harper,  Constructive  Studies  in  the  Priestly  Element  in  the 
Old  Testament  i(>The  University  of  Chicago  Press,  Chi- 
cago). 
Reference  Books: 

Smith  (W.  R.),  The  Religion  of  the  Semites  (The  Macmillan 
Co.,  New  York). 

Wellhausen,  Prolegomena  to  the  History  of  Israel  (The 
Macmillan  Co.,  New  York). 

Budde,  The  Religion  of  Israel  to  the  Exile  (G.  P.  Putnam's 
Sons,  New  York). 

Cheyne,  Jewish  Religious  Life  after  the  Exile  (G.  P.  Put- 
nam's Sons,  New  York). 

Montefiore,  The  Religion  of  the  Ancient  Hebrews  (Williams 
and  Norgate,  London). 

Schultz,  Old  Testament  Theology,  z  vols.  (Charles  Scrib- 
ner's  Sons,  New  York). 

Murray,  Origin  and  Growth  of  the  Psalter  (Charles  Scrib- 
ner's  Sons,  New  York). 


Suggested  Courses  of  Study        393 

Kirkpatrick,    Commentary    on    the   Psalms    (The   Macmillan 

Co.,  New  York). 
Cheyne,  Origin  and  Religious  Contents  of  the  Psalter  (Kegan 

Paul,  Trench,  Triibner  &  Co.,  London). 

VI.     SOCIAL   AND    ETHICAL   TEACHING    OF    JESUS 

Text  Books: 

Nine    ;(monthly)    bulletins    for    study    of    The    Social    and 

Ethical  Teaching  of  Jesus ;    prepared  by  the  American 

Institute  of  Sacred  Literature. 
Stevens,  The  Teaching  of  Jesus  (The  MacmHlan  Co.,  New 

York). 

Reference  Books: 

Bruce,  The  Kingdom  of  God  (Charles  Scribner's  Sons,  New 

Yor-k). 
Wendt,  The  Teaching  of  Jesus,  2  vols.  (Charles  Scribner's 

Sons,  New  York). 
Mathews,  The  Social  Teaching  of  Jesus  (The  Macmillan  Co., 

New  York). 
Peabody,  Jesus  Christ  and  the  Social  Question   (The  Mac- 
millan Co.,  New  York). 
Cone,  Rich  and  Poor  in  the  New  Testament  (The  Macmillan 

Co.,  New  York). 
Watson,  The  Mind  of  the  Master  (Dodd,  Mead  &  Co.,  New 

York). 
Harnack,    What   is    Christianity?      (G.    P.    Putnam's    Sons, 

New  York). 


§  2.  OTHER  COURSES  SUGGESTED  FOR  THIS 
DEPARTMENT 

For  the  following  courses  the  text-books  suggested, 
with  one  or  two  exceptions,  are  not  ones  which  have  been 
prepared  for  class  purposes,  for  there  are  few  such,  but 
those  which  will  be  found  helpful  to  the  teacher  as  general 
guides  in  the  presentation  of  the  various  subjects.     The 


394  Bible-School  Curriculum 

lists  of  reference  books  are  arranged  alphabetically  by 
authors,  as  it  was  not  possible  to  arrange  them  in  any  order 
of  general  usefulness,  for  what  would  prove  most  useful  to 
one  teacher  might  not  prove  so  useful  to  another,  I  am 
further  indebted  to  Professor  Votaw  for  a  number  of  titles 
in  these  lists. 

VII.  THE    HISTORY    OF    THE    HEBREW    PEOPLE 

Text  Books: 

Kent,  A  History  of  the  Hebrew  People,  2  vols.   (Charles 

Scribner's  Sons,  New  York). 
Moss,  From  Malachi  to  Matthew. 
Reference  Books: 

Cornill,  History  of  the  People  of  Israel  (The  Open  Court 

Publishing  Co.,  Chicago). 
Kent,  A  History  of  the  Jewish  People:   Babylonian,  Persian, 

and  Greek  Periods  (Charles  Scribner's  Sons,  New  YorK). 
Kittel,  History  of  the  Hebrews,  2  vols.    (Williams  and  Nor- 

gate,  London). 
McCurdy,  History,  Prophecy,  and  the  Monuments,  3   vols. 

(The  Macmillan  Co.,  New  York). 
Riggs,  A   History   of   the  Jewish  People:    Maccabean   and 

Roman  Periods   (Charles   Scribner's   Sons,   New  York). 
Schiirer,  The  Jewish  People  in  the  Time  of  Jesus  Christ, 

5  vols.     (Charles  Scribner's  Sons,  New  York). 
Smith  (G.  A.),  The  Historical  Geography  of  the  Holy  Land 

(A.  C.  Armstrong  &  Son,  New  York). 
Smith  (H.  P.),  Old  Testament  History  (Charles  Scribner's 

Sons,  New  York). 

VIII.  DEVELOPMENT   OF  THE   HEBREW   RELIGION 

Text  Book: 

Montefiore,  The  Origin  and  Growth  of  Religion  as  Illustrated 
by  the  Religion  of  the  Ancient  Hebrews  j^Williams  and 
Norgate,  London). 
Reference  Books: 

Budde,  Religion  of  Israel  to  the  Exile  (G.  P.  Putnam's  Sons, 
New  York). 


Suggested  Courses  of  Study        395 

Cheyne,  Jezvish  Religious  Life  after  the  Exile  (G.  P.  Put- 
nam's Sons,  New  York). 

Kirkpatrick,  The  Doctrine  of  the  Prophets  (The  Macmillan 
Co.,  New  York). 

Kuenen,  The  Religion  of  Israel,  3  vols.  (Williams  and  Nor- 
gate,  London), 

Robertson,  The  Early  Religion  of  Israel,  2  vols.  (Thomas 
Whittaker,  New  York). 

Schultz,  Old  Testament  Theology,  2  vols.  (Charles  Scrib- 
ner's  Sons,  New  York). 

Smith  XW.  R.),  The  Religion  of  the  Semues  (A.  &  C. 
Black,  London). 

Toy,  Judaism  and  Christianity  (Little,  Brown  &  Co.,  Boston). 

IX.     THE  BIBLE  AS  LITERATURE 

Text  Book  : 

Moulton,  The  Literary  Study  of  the  Bible  (D.  C.  Heath  & 
Co.,  Boston). 

Reference  Books: 

Genung,  The  Epic  of  the  Inner  Life  (Houghton,  Mifflin  & 

Co.,  Boston). 
Moulton  and  others.   The  Bible  as  Literature   (Thomas  Y. 

Crowell  &  Co.,  New  York). 
Moulton,  The  Modern  Reader's  Bible:    the  Bible  in  modern 

literary  form,  22  vols.  (The  Macmillan  Co.,  New  York). 
Palmer,  The  Drama  of  the  Apocalypse  (The  Macmillan  Co., 

New  York). 

X.     THE  BIBLE  AND  ARCHEOLOGY 

Text  Book : 

Price,  The  Monuments  and  the  Old  Testament  (The  Chris- 
tian Culture  Press,  Chicago). 

Reference  Books: 

Ball,  Light  from  the  East   (Thomas   Nelson  &   Sons,   New 

York). 
Harper,  The  Bible  and  Modern  Discoveries  (A.  P.  Watt  & 

Son,  London). 


39^  Bible-School  Curriculum 

Hilprecht,   Recent   Research  in  Bible  Lands  ^(.The   Sunday 

School  Times  Co.,  Philadelphia). 
Hogarth,    Driver,    and    others,    Authority    and   Archeology, 

Sacred    and    Profane    (Charles    Scribner's    Sons,    New 

York). 
Hommel,   Ancient  Hebrew   Tradition   as  Illustrated   by   the 

Monuments  (Thomas  Nelson  &  Sons,  New  York). 
McCurdy,  History,  Prophecy,   and   the  Monuments,  3   vols. 

(The  Macmillan  Co.,  New  York). 
Sayce,  Fresh  Light  from  Ancient  Monuments  (F.  H.  Revell 

Co.,  Chicago). 
Sayce,  The  Higher  Criticism  and  the  Monuments   (Society 

for  Promotion  of  Christian  Knowledge,  London). 

XI.     RELIGION   AND   SCIENCE 

Text  Book : 

Le  Conte,  Religion  and  Science  (D.  Appleton  &  Co.,  New 
York). 

Reference  Books: 

Abbott,  The  Theology  of  an  Evolutionist  (Houghton,  Mifflin 

&  Co.,  Boston). 
Bascom,  Evolution  and  Religion  (G.  P.  Putnam's  Sons,  New 

York). 
Drummond,  Natural  Law  in  the  Spiritual  World  and  The 

Ascent  of  Man  (James  Pott  &  Co.,  New  York). 
Fiske,  Through  Nature  to  God,  The  Destiny  of  Man,  and 

The  Idea  of  God  (Houghton,  Mifflin  &  Co.,  Boston). 
Le  Conte,  Evolution  and  Its  Relation  to  Religious  Thought 

(D.  Appleton  &  Co.,  New  York). 
Shaler,    The  Interpretation   of  Nature   and    The  Individual 

(Houghton,  Mifflin  &  Co.,  Boston). 
Smyth,  Through  Science  to  Faith  and  The  Place  of  Death  in 

Evolution  (Charles  Scribner's  Sons,  New  York). 
Tyler,  The  Whence  and  the  Whither  of  Man  ^(^Charles  Scrib- 
ner's Sons,  New  York). 


Suggested  Courses  of  Study         397 

XII.     ORIGIN   AND   DEVELOPMENT   OF    RELIGION 

Text  Book  : 

Menzies,  History  of  Religion  (Charles  Scribner's  Sons,  New 
York). 

Reference  Books: 

Adeney,  A  Century's  Progress  in  Religious  Life  and  Thought 

(Thomas  Whittaker,  New  York). 
Bascom,  The  Philosophy  of  Religion  (G.  P.  Putnam's  Sons, 

New  York). 
Caird,  The  Evolution  of  Religion  (The  Macmillan  Co.,  New 

York). 
Gould,  Origin  and  Development  of  Religious  Belief,  2  vols. 

(Longmans,  Green  &  Co.,  New  York). 
Jevons,    Introduction    to    History    of   Religion    (The    Mac- 
millan Co.,  New  York). 
Lang,    The  Making  of  Religien    (Longmans,   Green   &   Co., 

New  York). 
Tiele,   Outlines  of  History  of  Religion   (Charles  Scribner's 

Sons,  New  York). 

XIII.     HISTORY  OF  THE  CHRISTIAN  CHURCH 

Text  Book: 

Moncrief,  A  Short  History  of  the  Christian  Church  (F.  H. 

Revell  Co.,  Chicago). 
Reference  Books: 

Fisher,  History  of  the  Christian  Church  (Charles  Scribner's 

Sons,  New  York). 
Hurst,  A  Short  History  of  the  Christian   Church   (Harper 

and  Brothers,  New  York). 
Moeller,   History   of   the    Christian   Church,   2   vols.      (The 

Macmillan  Co.,  New  York). 
Schaff,  History   of   the  Christian  Church,   7   vols.   ^(Charles 

Scribner's  Sons,  New  York). 
Sohm,    Outlines   of   Church    History    (The    Macmillan    Co., 

New  York). 
Ten  Epochs  of  Church  History;    10  vols.;    series  edited  by 

Dr.  John  Fulton  (Charles  Scribner's  Sons,  New  York). 


398  Bible-School  Curriculum 

XIV.     HISTORY  OF  MODERN   MISSIONS 

Text  Book  : 

Warneck,  Outline  of  a  History  of  Protestant  Missions  (F. 
H.  Revell  Co.,  Chicago). 

Reference  Books: 

Beach,  A   Geography   and  Atlas  of  Protestant  Missions,  2 

vols.  (Student  Volunteer  Movement,  New  York). 
Beach   and   others,   Protestant   Missions   in   South   America 

(Student  Volunteer  Movement,  New  York). 
Bliss,  Encyclopedia  of  Missions,  2  vols.     (Funk  &  Wagnalls, 

New  York). 
Dennis,    Christian   Missions    and   Social   Progress,    3    vols. 

(F.  H.  Revell  Co.,  Chicago). 
Dennis,    Centennial    Survey    of   Foreign   Missions    (F.    H. 

Revell  Co.,  Chicago). 
Hodder,  Conquests  of  the  Cross,  3  vols.  (Cassell  &  Co.,  New 

York). 
Lawrence,  Modern  Missions  in  the  East  (F.  H.  Revell  Co., 

Chicago). 
Noble,  The  Redemption  of  Africa,  2  vols.  (F.  H.  Revell  Co., 

Chicago). 
Williams,  The  Middle  Kingdom,  2  vols.  (Charles  Scribner's 

Sons,  New  York); 


SUMMARY  AND  CONCLUSION 


CHAPTER   XII 
A  GENERAL  SUMMARY  OF  THE  COURSE 

In  the  following  pages  a  summary  of  the 
course  is  presented,  that  the  reader  may  get  a 
more  connected  idea  of  the  course  as  a  whole. 
The  general  topics  only  are  presented;  for  the 
subdivisions  of  these  topics  the  reader  is  referred 
to  the  grade  outlines.  In  each  grade  provision  is 
made  for  a  Christmas  and  an  Easter  lesson,  but 
these  are  not  mentioned  in  this  summary. 


PRIMARY     DEPARTMENT 
Grades  A,  B 

Course :     Topical 
Source  of  material :    Nature. 

Guiding  thought  for  the  teacher:    God  the  Workman. 
Grade  A  —  Subject  of  the  year's  work:    God  the  Creator 
providing  all  things  for  all  of  his  creatures. 
Topics  presented: 

1.  God  creating  all  things. 

2.  God  providing  food  for  all. 

3.  God  providing  drink  for  all. 

4.  God  providing  clothing  for  all. 

5.  God  providing  shelter  for  all. 

6.  God  providing  rest  for  all. 

7.  God  providing  pleasure  for  all. 

401 


402  Bible-School  Curriculum 

Grade  B  —  Subject  of  the  year's  work :    All  nature  working 
together  with  God  the  Creator. 
Topics  presented: 

1.  The  work  of  the  sun. 

2.  The  work  of  the  rain. 

3.  The  work  of  the  wind. 

4.  The  work  of  the  seasons. 

5.  The  work  of  the  insects. 

6.  The  work  of  the  birds. 

7.  The  work  of  the  animals. 

8.  The  work  of  man. 

Grades  C,  D,  and  E 
Course :    Topical. 
Source  of  material:    The  Bible. 
Guiding  thought  for  the  teacher:    God  the  loving  Father 

and  his  children. 
Grade  C  —  Subject  of  the  year's  work:    God  the  loving 
Father  providing  for  his  children's  needs. 
Topics  presented: 

1.  God  the  Father  providing  care. 

2.  God  the  Father  providing  help. 

3.  God  the  Father  providing  protection. 

4.  God  the  Father  providing  a  home. 

5.  God  the  Father  providing  a  guide-book. 

6.  God  the  Father  providing  a  helper. 

Grade  D  —  Subject  of  the  year's  work:    God  the  loving 
Father  providing  wise  laws  for  his  children. 
Topics  presented: 

PART  I.      THE  CHILD  AND   HIMSELF 

1.  The  law  of  the  body :     "  Glorify   God   in   your 
body." 

2.  The  law  of  the  mind :    "  Whatsoever  things  are 
true  ....  pure  ....  think  on  these  things." 


General  Summary  of  the  Course    403 

3.  The  law  of  the  life :    "  Be  ye  doers  of  the  word 
and  not  hearers  only." 

PART  II.      THE   CHILD  AND  OTHERS 

4.  The  law  of  the  home:     "Honor  thy  father  and 
thy  mother." 

5.  A  second  law  of  the  home :     '  Be  ye  kind  one  to 
another." 

6.  The  law  of  helpfulness:     "By   love   serve   one 
another." 

7.  The  law  of  truthfulness :    "  Speak  ye  every  man 
the  truth  to  his  neighbor." 

8.  The  law  of  unselfishness:      "Thou    shalt    love 
thy  neighbor  as  thyself." 

9.  The  law  of  kindness :      "  Be   kindly   affectioned 
one  to  another,  with  brotherly  love." 

PART  III.     THE  CHILD  AND  GOD 

10.  The  law  of  trust :    "  Trust  in  him  at  all  times." 

11.  The  law  of  obedience:  "Thou  shalt  obey  the 
voice  of  the  Lord  thy  God." 

12.  The  law  of  God's  day :  "  Remember  the  sabbath 
day  to  keep  it  holy." 

13.  The  law  of  God's  house :  "  Enter  into  his  gates 
with  thanksgiving  and  into  his  courts  with 
praise." 

14.  The  law  of  God's  name:  "Thou  shalt  not  take 
the  name  of  the  Lord  thy  God  in  vain." 

15.  The  law  of  prayer :  "  Watch  and  pray  that  ye 
enter  not  into  temptation." 

Grade  E  —  Subject  of  the  year's  work:    God  the  loving 
Father  providing  guidance  and  help  through  Jesus  the 
Friend. 
Topics  presented: 

1.  The  coming  of  the  Friend. 

2.  The  Friend  preparing  for  his  work. 


404  Bible-School  Curriculum 

3.  The  Friend  and  the  children. 

4.  The  Friend  in  the  home. 

5.  The  Friend  helping  the  needy  everywhere. 

6.  The  Friend  teaching  about  many  things. 

7.  The  Friend  teaching  about  happiness. 

8.  The  Friend  returning  to  his  heavenly  Father. 


JUNIOR  DEPARTMENT 
Course:    Historical  (narratives). 
Sources  of  material :   Bible  and  missionary  literature. 
Guiding  thought  for  the  teacher:    God  the  law-giver  and 

ruler  seeking  to  bless  the  world. 
Grade  A  —  Subject  of  the  year's  work:   The  story  of  God's 
people  —  the  Hebrews. 
Topics  presented: 
Chap.  I.   The  beginnings. 
Chap.  2.    Seeking  a  new  home. 
Chap.  3.    Settlement  in  their  new  home. 
Chap.  4.   The  united  kingdom. 
Chap.  5.    The  divided  kingdom. 
Chap.  6.   The  people  in  exile. 
Chap.  7.    The  return  from  exile. 
Grade  B  —  Subject  of  the  year's  work :   The  story  of  God's 
Son  —  Jesus  Christ. 
Topics  presented : 

Chap.  I.    The  coming  of  Jesus. 
Chap.  2.   The  boyhood  of  Jesus. 
Chap.  3.    Jesus  begins  his  work. 
Chap.  4.    Jesus  and  the  people. 
Chap.  5.    Jesus  and  his  disciples. 
Chap.  6.   Jesus  completes  his  work. 
Chap.  7.   Jesus  returns  to  his  Father. 


General  Summary  of  the  Course   405 

Grade  C  —  Subject  of  the  year's  work :    The  story  of  God's 
early  messengers. 
Topics  presented : 

Chap.  I.    The  messengers  at  work  in  Jerusalem. 
Chap.  2.   The  messengers  at  work  in  Judea  and  Sa- 
maria. 
Chap.  3.   The  messengers  at  work  in  Syria. 
Chap.  4.   The  messengers  at  work  in  Asia  Minor. 
Chap.  5.   The  messengers  at  work  in  Europe. 
Chap.  6.    The  messengers    finishing    their    work    in 

Asia  Minor, 
Chap.  7.   The  messengers'  closing  days. 
Grade  D  —  Subject  of  the  year's  work :   The  story  of  God's 
later  messengers. 
Topics  presented : 
Chap.  I.    The  messengers  at  work  in  India. 
Chap.  2.   The  messengers  at  work  in  China. 
Chap.  3.   The  messengers  at  work  in  Japan. 
Chap.  4.    The  messengers  at  work  in  Africa. 
Chap.  5.    The  messengers  at  work  in  the  Isles  of  the 

Sea. 
Chap.  6.   The  messengers  at  work  in    Mohammedan 

lands. 
Chap.  7.   The  messengers  at  work  in  America. 


INTERMEDIATE  DEPARTMENT 

Course :    Biographical. 

Sources  of  material :    Bible  and  biographical  literature. 

Guiding  thought  for  the  teacher :  God  as  a  character-former, 

revealed  in  the  lives  of  great  men  and  women. 
Grade  A  —  Subject  of  the  year's  work :   Great  characters  in 

the  Old  Testament. 


4o6  Bible-School  Curriculum 

Characters  studied : 

PART    I.      DURING   THE    PERIOD   OF   THE    MIGRATIONS 

1.  Abram  the  pioneer. 

2.  Jacob  the  prince. 

3.  Joseph  the  prime  minister. 

4.  Moses  the  Hberator. 

5.  Miriam  the  prophetess. 

PART   II.      DURING  THE   PERIOD  OF  THE   SETTLEMENT 

6.  Joshua  the  soldier. 

7.  Deborah  the  woman-judge. 

8.  Gideon  the  warrior-judge. 

9.  Ruth  the  model  daughter. 

10.  Hannah  the  model  mother. 

11.  Samuel  the  prophet- judge. 

PART  III.     DURING  THE  PERIOD  OF  THE  KINGDOM 

12.  Saul  the  wilful  king. 

13.  David  the  godly  king. 

14.  Jonathan  the  friend. 

15.  Solomon  the  magnificent  king. 

16.  Elijah  the  prophet  of  fire. 

17.  Elisha  the  prophet  of  peace. 

18.  Joash  the  boy-king. 

19.  Amos  the  prophet  of  righteousness. 

20.  Hosea  the  prophet  of  love. 

21.  Isaiah  the  statesman-prophet. 

22.  Josiah  the  reformer-king. 

23.  Jeremiah  the  prophet  of  tears. 

PART  IV.      DURING  THE  PERIOD  OF  THE  PROVINCE 

24.  Ezekiel  the  prophet  of  visions. 

25.  Daniel  the  captive  prince. 

26.  Zerubbabel  the  leader  of  the  return. 
2^.  Ezra  the  scribe. 

28.    Nehemiah  the  governor. 


General  Summary  of  the  Course    407 

Grade  B  —  Subject  of  the  year's  work:    The  life  of  Jesus 
the  Ideal  Man. 
Topics  presented: 

1.  Jesus  and  his  ministry. 

2.  Jesus'  ministry  to  the  religious  leaders. 

3.  Jesus'  ministry  to  the  common  people. 

4.  Jesus'  special  ministry  to  the  apostles. 

5.  Jesus'  ministry  drawing  to  a  close. 

6.  The  triumphant  close  of  Jesus'  ministry. 

7.  The  disciples    commissioned   to   continue  Jesus' 
ministry. 

Grade  C —  Subject  of  the  year's  work:   Other  great  charac- 
ters in  the  New  Testament. 
Characters  studied: 

1.  John  the  Baptist. 

2.  The  apostolic  band. 

3.  John  the  beloved. 

4.  Peter  the  apostle. 

5.  Paul  the  missionary. 

Grade  D  —  Subject  of  the  year's  work:  Great  characters  in 
post-apostolic  times. 
Characters  studied: 

PART   I.      GREAT   CHARACTERS   IN  THE  EARLY   CHURCH 

1.  St.  Francis  of  Assisi. 

2.  Savonarola. 

3.  Martin  Luther. 

PART   II.      GREAT   CHARACTERS    IN    MODERN    MISSIONS 

4.  Zinzendorf. 

5.  John  Elliott. 

6.  William  Carey. 

7.  David  Livingstone. 

8.  John  G.  Paton. 


4o8  Bible-School  Curriculum 

9.  Joseph  Neesima. 

10.  John  Kenneth  Mackenzie. 

11.  Fidelia  Fiske. 

PART   III.      GREAT    CHARACTERS    IN   THE   WORLD's    SERVICE 

12.  Queen  Louise  of  Prussia 
,  13.  George  Washington. 

14.  Mary  Lyon. 

15.  Abraham  Lincoln. 

16.  Louis  Agassiz. 

17.  George  Peabody. 

18.  Florence  Nightingale. 

19.  Frances  Willard. 

20.  Henry  Drummond. 

21.  Bishop  Brooks. 

22.  Queen  Victoria. 

23.  Dwight  L.  Moody. 

24.  Booker  T.  Washington. 


SENIOR  DEPARTMENT 
Course:   Philosophical  (a  study  of  the  Christian  religion). 
Sources  of  material :    Bible  and  special  literature. 
Guiding  thought  for  the  teacher :    God  the  source  of  truth, 
revealed  in  a  study  of  the  Christian  religion  in  its  several 
aspects. 
Grade  A  —  Subject  of  the  year's  work:   The  Christian  reli- 
gion:   its  historical  development. 
Topics  presented: 

PART  I.      CHRISTIANITY   IN  THE  APOSTOLIC   PERIOD 

1.  Beginnings  of  Christianity  in  Jerusalem. 

2.  Early  expansion  of  Christianity. 

3.  Further   expansion    of    Christianity    during   the 
period. 


General  Summary  of  the  Course   409 

PART    11.       CHRISTIANITY    FROM    THE    APOSTOLIC    PERIOD    TO    THE 
REFORMATION 

4.  The  Heroic  Age  of  Christianity. 

5.  Christianity's  triumph  in  the  Roman  empire. 

6.  Christianity  among  the  Germanic  nations. 

7.  The  papacy. 

8.  The  beginnings  of  reform. 

PART    III.       CHRISTIANITY    FROM    THE    REFORMATION    TO    THE 
PRESENT    TIME 

9.  The  early  reformers. 

10.  Luther  and  the  Reformation  in  Germany. 

11.  Zwingli  and  the  Swiss  Reformation. 

12.  The  Reformation  in  the  north  and  east. 

13.  Calvin  and  the  Reformation  in  Geneva. 

14.  The  Reformation  in  France,  England,  Scotland, 
Italy,  and  Spain. 

15.  Christianity  in  the  early  American  settlements. 

16.  Church  organization   during  the  period. 

17.  Doctrinal  changes  during  the  period. 

18.  A  short  history  of  Christian  missions. 

19.  Denominational  church  history. 

Grade  B  —  Subject  of  the  year's  work:    The  Christian  reli- 
gion: its  evidences  and  sacred  books. 
Topics  presented : 

PART  I.      ITS  EVIDENCES 

1.  Evidence  from  the  system  itself, 

2.  Evidence  from  its  historical  effects. 

PART   II.      ITS    SACRED   BOOKS 

3.  The  canon. 

4.  The  Old  Testament  books. 

5.  The  New  Testament  books. 


4IO  Bible-School  Curriculum 

Grade  C  —  Subject  of  the  year's  work:    The  Christian  reli- 
gion:   its  fundamental  truths. 
Topics  presented: 

PART  I.      TRUTHS   RELATING  TO  GOD 

1.  God  the  Father. 

2.  Jesus  the  Son. 

3.  The  Holy  Spirit. 

PART  II.      TRUTHS   RELATING  TO  THE  INDIVIDUAL 

4.  The  nature  of  man. 

5.  The  problem  of  evil  and  sin. 

PART   III.      TRUTHS   RELATING  TO   SOCIETY 

6.  Christianity  and  the  family. 

7.  Christianity  and  the  state. 

8.  Christianity  and  business. 

9.  Christianity  and  the  problem  of  wealth. 

10.  Christianity  and  the  sabbath  question. 

11.  Christianity  and  the  temperance    question. 

12.  Christianity  and  the  problem     of     the     world's 
evangelization. 

Grade  D  —  Subject  of  the  year's  work:    The  Christian  reli- 
gion:   its  supreme  zvorth  as  compared  with  other  great 
religions. 
Religions  studied  and  compared  with  Christianity: 

1.  Judaism. 

2.  Zoroastrianism. 

3.  Confucianism. 

4.  Mohammedanism. 

5.  The  religions  of  India. 


CHAPTER   XIII 
CONCLUSION 

In  the  curriculum  presented  in  the  foregoing 
chapters  an  attempt  is  made  to  outHne  for  a 
graded  school  a  course  of  study  in  harmony  with 
the  generally  accepted  principles  of  religious  edu- 
cation, and  one  which  shall  be  workable  by  the 
superintendent  of  the  school  in  co-operation  with 
his  department  supervisors.  Theory  must  pre- 
cede practice  and  present  working  plans ;  practice 
must  follow  theory  and  correct  or  modify  it  as 
the  results  seem  to  demand.  A  working  plan  for 
a  seventeen-years'  course  of  graded  study  is  here 
presented,  with  sufficient  helps  to  enable  a  super- 
intendent to  make  a  fair  trial  of  the  course  or  any 
part  of  it,  that  through  a  practical  test  of  the 
plan  its  elements  of  strength  and  weakness  may 
be  discovered.  Thus  in  every  grade  there  is  given 
the  topics  for  the  year's  study  —  fifty  topics,  ex- 
cluding the  Christmas  and  Easter  lessons  — 
several  lessons  worked  out  in  full,  sometimes  a 
complete  topic  thus  worked  out,  and  a  selected  list 
of  reference  books  for  the  teacher,  from  which 
material  may  be  gathered  for  the  remaining  les- 
sons of  the  grade.  It  is  hoped  that  this  plan  will 
appeal  to  the  superintendents  of  schools  and  su- 
411 


412  Bible-School  Curriculum 

pervisors  of  departments,  and  induce  them  to 
make  a  practical  trial  of  the  course. 

Attention  is  also  called  to  the  constructive 
work  suggested  for  each  grade,  such  being  in- 
dicated in  the  lesson  plans  under  the  heading 
"  Scholar's  Home  Work."  Such  constructive  work 
not  only  tends  to  fix  in  mind  the  lessons  taught 
in  class,  but  greatly  increases  the  interest  of  the 
pupils  in  their  work.  To  some  this  constructive 
work  may  appear  too  simple  and  slight.  To  these 
we  reply  that  one  must  not  expect  too  much  from 
the  average  Bible-school  pupil  in  the  way  of  work 
outside  the  class ;  to  ask  of  him  a  little  which  he 
may  be  reasonably  expected  to  do  is  better  than  to 
ask  of  him  so  much  that  he  will  not  attempt  any- 
thing. To  others  some  of  the  suggested  con- 
structive work  may  appear  to  be  too  difficult, 
calling  for  more  time  and  thought  than  the  pupil 
will  be  willing  to  give.  To  these  the  reply  is  that 
a  practical  test  of  this  feature  of  the  curriculum 
has  been  made  in  a  number  of  schools,  and  this 
required  work  has  not  only  been  willingly  done, 
but  has  created  an  enthusiastic  interest  in  the 
course  of  study  pursued. 

An  objection  may  be  made  to  any  such  course 
of  study  as  is  here  proposed,  that  it  is  not  adapted 
to  the  smaller  schools  in  towns  and  villages, 
schools  with  a  membership  of  one  hundred  or  less, 
and  only  partly  graded,  and  that  the  great  major- 


Conclusion  413 

ity  of  our  schools  belong  to  this  class.  While  this 
may  be  freely  admitted,  the  answer  is  that  the 
problem  of  a  rational  Bible-school  curriculum  is 
to  be  solved  by  the  larger  city  schools  which  have 
facilities  for  making  thorough  practical  tests  of 
any  system  of  lessons  which  may  be  proposed. 
When  an  approved  course  of  study  is  finally 
evolved,  then  its  adaptation  to  the  smaller  schools 
will  be  comparatively  easy. 

One  other  point  requires  a  word  of  explana- 
tion. In  the  grade  outlines  and  suggestive  lesson 
plans  no  attempt  has  been  made  to  differentiate 
the  various  literary  elements  in  the  material  used 
—  myth,  legend,  tradition,  history.  The  stories 
selected  from  the  earlier  books  of  the  Old  Testa- 
ment should  be  told  simply  as  stories  which  set 
forth  some  great  ethical  or  religious  truth.  But 
when  the  child  begins  to  question  the  historicity 
of  such  stories,  asking.  Are  they  true?  then  ex- 
planations, within  the  comprehension  of  the  child, 
should  be  given  by  the  teacher.  In  this  connection 
I  cannot  do  better  than  to  quote  the  words  of  a 
recent  writer  in  discussing  the  question  of  teach- 
ing the  Old  Testament  to  children :  ^ 

The  stories  of  the  Old  Testament  do  not  need  to  be 
labeled  as  parables.  But  many  Christian  teachers  have  yet 
to  learn  their  full  use  in  imparting  divine  truth.  To  attempt 
to  explain  the  first  chapters  of  Genesis  in  accordance  with 

^  Editorial  note  in  the  Congregationalist,  December  5,  1903. 


414  Bible-School  Curriculum 

scientific  facts  of  comparatively  recent  discovery,  of  which 
the  child  learns  in  school,  is  to  confuse  his  ideas  of  religion 
and  weaken  his  confidence  in  the  Bible  as  interpreting  the 
voice  of  conscience.  To  present  to  him  these  chapters  as 
the  sublime  poem  of  creation  is  to  open  to  him  the  mysteries 
of  the  being  of  God  in  his  world.  It  will  not  increase  the 
child's  reverence  for  the  Bible  to  tell  him  that  its  trust- 
worthiness depends  on  evidence  that  Jonah  in  the  belly  of  a 
sea-monster  wrote  a  song,  which  is  mainly  a  mosaic  of 
sentences  from  the  Psalms,  some  of  which  were  written 
centuries  after  Jonah's  time.  But  let  the  story-teller  have 
his  place,  tell  the  child  that  Jonah  stands  for  God's  people 
fleeing  from  duty  to  which  they  were  faithless,  and  that 
the  monster  is  Babylon,  which  swallowed  them  and  let 
them  go  forth  again,  and  he  will  understand  the  wonderful 
meaning  and  message  of  the  ancient  story.  He  will  not  be 
deeply  impressed  by  your  knowledge  or  your  ability  if  you 
tell  him  he  must  believe  that  Job  in  the  agonies  of  disease 
sat  around  with  his  friends  on  a  heap  of  refuse  and  ex- 
temporized the  magnificent  poems  ascribed  to  them.  But 
let  the  story-teller  have  his  way,  and  the  child  will  be  pre- 
pared to  understand  by  and  by  how  a  soul  which  trusts  in 
God  meets  the  deepest  problems  of  experience  and  grows 
noble  through  suffering.  The  Bible  is  a  literature  as  well 
adapted  to  the  child  mind  as  any  of  the  great  classics, 
ancient  or  modern,  and  it  surpasses  them  all,  though  they 
are  all  works  of  the  imagination.  But  to  treat  it  as  a  text 
book  on  history,  geology,  astronomy,  and  other  sciences, 
miraculously  prepared  many  centuries  in  advance  of  the 
time  when  it  could  be  understood,  is  to  do  violence  to  it 
and  to  any  tenable  theory  of  inspiration.  The  Bible  is  a 
library  revealing  the  mind  of  God  through  prophets  who 
had  divine  insight  and  used  all  forms  of  literature  to  make 
known  what  they  saw.  It  should  be  taught  to  children  as 
prophets  spoke  and  wrote  it. 


Conclusion  415 

Such  a  revelation  of  the  Bible  as  a  great  litera- 
ture will  preserve  the  child's  respect  for  the  sacred 
book  as  he  grows  in  years,  which  otherwise  might 
be  impaired  or  completely  lost.  Let  us  not  put 
doubts  or  questions  into  the  child's  mind,  but 
when  such  doubts  or  questions  arise,  we  should 
not  refuse  to  answer  such  with  frank  statements 
of  what  we  believe  to  be  true. 


CHAPTER   XIV 

A  SHORT  LIST  OF  HELPFUL  BOOKS  FOR  THE 
BIBLE-SCHOOL  TEACHER 

THE    MORAL   AND   RELIGIOUS    LIFE   AND   TRAINING 

Adler,  The  Moral  Instruction  of  Children  (D.  Appleton  &  Co., 
New  York). 

Coe,  The  Spiritual  Life  (Eaton  &  Mains,  New  York), 

Coe,  The  Religion  of  a  Mature  Mind  (F.  H.  Revell  Co.,  Chi- 
cago). 

Du  Bois,  Beckonings  from  Little  Hands  (Dodd,  Mead  &  Co., 
New  York). 

Du  Bois,  The  Natural  Way  in  Moral  Training  (F.  H.  Revell 
Co.,  Chicago). 

Forbush,  The  Boy  Problem  ^.The  Pilgrim  Press,  Boston). 

Starbuck,  The  Psychology  of  Religion  (Charles  Scribner's  Sons, 
New  York). 

GENERAL    EDUCATIONAL    PRINCIPLES 
Butler,  The  Meaning  of  Education  (The  Macmillan  Co.,  New 

York). 
Butler,   Doane  and  others,  Principles  of  Religious  Education 

(Longmans,  Green  &  Co.,  New  York). 
Button,  Social  Phases  of  Education  (The  Macmillan  Co.,  New 

York). 
Fitch,  Educational  Aims   and  Methods   (The   Macmillan   Co., 

New  York). 
Froebel,   The  Education  of  Man.     Kallmann  translation    (D. 

Appleton  &  Co.,  New  York). 
Hughes,  Frcebel's  Educational  Laws  (D.  Appleton  &  Co.,  New 

York). 
Lange  and  De  Garmo,  Herbart's  Outlines  of  Educational  Doc- 
trine (The  Macmillan  Co.,  New  York). 
MacCunn,    The   Making    of    Character    (The    Macmillan    Co., 

New  York). 
MacVicar,  Principles  of  Education   (Ginn  &  Co.,   Boston). 

416 


List  of  Helpful  Books  417 

Ostermann,  Interest  in  Its  Relation  to  Pedagogy  (E.  L.  Kellogg 

&  Co.,  New  York). 
Spalding,  Education  and  the  Higher  Life  (A.  C.  McClurg  & 

Co.,  Chicago). 

PSYCHOLOGY  AND  CHILD   STUDY 

Baldwin,   The  Story  of  the  Mind   (D.  Annleton  &  Co.,   New 

York). 
Harrison,   A   Study   of   Child  Nature    (Chicago    Kindergarten 

College). 
James,  Psychology.    Briefer  course  (Henry  Holt  &  Co.,  New 

York). 
James,  Talks  to  Teachers  on  Psychology  ^(Henry  Holt  &  Co., 

New  \ork). 
Kirkpatrick,    Fundamentals    of    Child-Study    (The    Macmillan 

Co.,  New  York). 
Radestock,  Habit  in  Education  (D.  C.  Heath  &  Co.,  Boston). 
Royce,    Outlines    of    Psychology    (The    Macmillan    Co.,    New 

York). 
Sully,  Studies  of  Childhood  and  Teacher's  Handbook  of  Psy- 
chology  (D.  Appleton  &  Co.,  New  York). 
Taylor,   The   Study   of   the   Child    (D.   Appleton   &   Co.,   New 

York). 
Warner,    The   Study    of   Children   and   Mental   Faculty    (The 

Macmillan  Co.,  New  York). 

PRINCIPLES   AND    METHODS   OF  TEACHING 

De  Garmo,  The  Essentials  of  Method  (D.  C.  Heath  &  Co., 
Boston). 

Hervey,  Picture  Work  (F.  H.  Revell  Co.,  Chicago). 

Hinsdale,  Jesus  as  a  Teacher  (Christian  Publishing  Co.,  St. 
Louis). 

Landon,  Principles  and  Practice  of  Teaching  and  Class  Man- 
agement (The  Macmillan  Co.,  New  York). 

Lukens,  Dorp f eld's  Thought  and  Memory  (D.  C.  Heath  &  Co., 
Boston). 

Mark,  The  Teacher  and  the  Child  (F.  H.  Revell  Co.,  Chicago). 


4i8  Bible-School  Curriculum 

McMurry,  General  Method  and  The  Method  of  the  Recitation 

(The  Macmillan  Co.,  New  York). 
Vincent,  Christ  as  a  Teacher  ^(A.  D.  F.  Randolph  &  Co.,  New 

York). 

THE  BIBLE  SCHOOL 
Burton  and  Mathews,  Principles  and  Ideals  for  the  Sunday 

School  (The  University  of  Chicago  Press,  Chicago). 
Haslett,    The   Pedagogical   Bible   School    (F.    H.    Revell    Co., 

Chicago). 
Mead,  Modern  Methods  in  Sunday-School  Work  (Dodd,  Mead 

&  Co.,  New  York). 
Sheldon,    An    Ethical   Sunday    School    (The    Macmillan    Co., 

New  York). 
Trumbull,  Yale  Lectures  on  the  Sunday  School  (Charles  Scrib- 

ner's  Sons,  New  York). 
Vincent,  The  Modern  Sunday  School  (Eaton  &  Mains,  New 

York). 


Date  Due 

Ji  in  3, 

ig  ■'  -     - 

V 

^ 

